Category Archives: Autism

Descriptions versus Labels

I wrote a post about how my 13-year-old son living with autism identifies himself as “autistic”.  He likes being autistic.  I both love that he feels this way, and at the same time, have some uncomfortableness with it.  This post is sorting through why I feel unsure of his label of “autistic.”

I think what surprises me the most is that none of my children until Alex has identified with a “label” before. They don’t call themselves homeschoolers or unschoolers; they are homeschooling or living life, in their perspective.

They are not right-brained learners or creative learners or visual learners; they simply “like Legos” or drawing or ceiling fans or trucks.

They are not autistic or ADD or dyslexic; they simply can identify their strengths and weaknesses.

So, to have a child identify with a label, “autistic”, is different.  I think I have steered away from “labels” because they are confining.  Someone said, “Once you define it; it can confine you.”  I talked about that here before.

Labels carry societal connotations.  Most “disability labels” carry a negative, needy, or “less than” perspective with it.  I will listen to people who work hard at helping their child with dyslexia, for example, take pride in it.  The problem with that is two-fold for me.  First of all, anyone who hears a label brings their own life experiences, beliefs and perspectives as they process the label and subsequently categorize it.  Our brains are meant to categorize based on these criteria.  Naturally, I know new connotations cannot develop without steps from those living it in creating the new reality.  However, that leads to the second problem:  Some labels are not as they seem.  Taking the dyslexia label, I believe this “difficulty” was created by our inaccurate perception of the needs of these learners.  There would be little to no “dyslexia” if we pursued the education of the right-brained learner in a way that works best for them.  So, the label “dyslexia” or “autism” is only as accurate as we understand today.  That’s limiting, in my opinion.Some of the treatments used for erectile dysfunction are penile prosthesis, psychosexual therapy, transurethral therapy, vacuum https://pdxcommercial.com/property/5201-sw-westgate-dr/ cialis without prescription pumps, hormone treatment, surgical treatment and psychological treatment.

That leads to why I chose a particular path in raising my children.  It was always important to me to have my children view themselves holistically, which more means to recognize their natural states of progression than to define the whole in a finished (and thus limited) way.  By using DESCRIPTIVES versus LABELS, it simply identifies a small part of knowledge gleaned from where we currently are on our journey already traveled while recognizing there is information yet to be gathered from the journey still to be traveled.  Thus, DESCRIPTIVES are dynamic . . . changing as the person does.  DESCRIPTIVES also tend to have positive connotations because they often describe character traits:  persistent, creative, flexible, compassionate, hard-working, goal-driven, spontaneous, etc.

On the flip side, when DESCRIPTIVES are used to explain weak areas, it tends to carry the idea that one knows themselves and it shares preferences.  Also, there is an opposite positive description.  I prefer hands-on and visual information to auditory.  I work best alone than in groups.  I find that I can work in a noisy environment if I use my iPod.

LABELS seem to paint large strokes that may not always be accurate.   With the word “autistic”, there is a continuum of possibilities to what that means.  I believe each of my five birth children have fallen somewhere on the spectrum of autism; but they are SO different from one another!  One word cannot begin to describe each person’s individuality.  So, by using that label, how does it help someone know you better?  A young woman at our church first introduced herself to the single young adults as “having Asperger’s.”  My daughter has befriended her not because of Asperger’s, but because she could tell she wanted a friend.  As their friendship has tried to blossom, the label “Asperger’s” keeps interfering.  “I want a job, but I have Asperger’s.”  “It’s hard living with Asperger’s.”  Abbey tries to ask her questions about her interests and such, but it seems to keep going back to Asperger’s.  Is this being comforable with Asperger’s, or is this being confined by it?

I love that Alex embraces his autistic traits.  He loves that he engages in his interests to a deeper level than most and a longer timeframe.  But, he could love his passion, his meticulous curiosity, and his love of learning that is more descriptive to what he loves than being “autistic” does.  Now, I am a person of balance.  I recognize the benefit of labels for ease of identification of likenesses.  I use the word unschooling, autism, right-brained learner, as some identifiers to meet others who will enjoy conversations, interactions, and sharing discoveries in a similar vein as myself.  Feeling good about oneself and all the parts that make up myself as I understand it today is important, including living with autism.  I don’t tend to throw out the baby with the bathwater in these instances.  I recognize what is good about Alex’s self identification because it is his life experiences and perspective that led to it.  I also embrace my perspective toward descriptions as my preferred mode of identification and can continue to utilize that genre even as each child chooses their own model of self-identification.  It’s all good in its own way.

Autism Pride

I was riding home in the van with Alex the other day, and he proclaimed, “I always want to be autistic”.   Surprised by this declaration, I asked, “Why do you like being autistic?”  He replied, “Because I like my interests longer than other people.”  He also said something else and for the life of me, I can’t remember it.  Drat!  I’ve got to remember these “Alex-isms”.  Here is a post evidencing Alex’s long-running interests, like ceiling fans, and here are some recent photos of him wiring up a new ceiling fan in his room:

This all goes along with some of the other recent things I’ve noticed about Alex.  Rearrangements were made in our church recently, and for the first youth group meeting, everyone was asked to stand up and introduce themselves and share something that they love.  Alex stood and stated his age, that he loved ceiling fans and cars, and that he is autistic.  What?!  That was surprising on one hand, but on the other hand, it wasn’t.  He is very comfortable with his autism, and now, he has indicated that he seems to take some pride in it.

I have a good friend, Deeneen, who first came into our lives as a therapy worker for Alex way back when we moved here in 2000.  Alex was only 5 years old and just becoming fully verbal.  She worked with him under my tutelage for 20 hours a week for 1.5 years.  (She also worked with Adam and William.)  She is an amazing person whom I love.  Anyway, she and I have been getting together again and renewing our friendship.  Deeneen has an infectious laugh that is quick and sincere.  Alex was always one to create one of these laughs.  She fondly remembered recently when Alex had used the fact that he has autism to avoid a task requested of him from her.  She has worked with the special population for years and years and she declared, “I have never heard anyone use their disability as a crutch.”  And she just laughed uproariously.

My sister, Tammy, was able to discover his “cuteness” when we stayed at her house for a week a few years ago.  She just got the biggest kick out of him by the end.  One incident that she recalled over and over to anyone who would listen was this:  Alex is big into knowing all his relatives through pictures (we live away from most everyone).  One of his cousins lived with my mother (his grandmother), and my sister lives behind my parents.  So, this cousin comes through, looks in, but passes through to where his other cousins were playing video games or something.  Alex looked at his Aunt Tammy and asked, “Was that (cousin’s name)?”  She replied it was.  He then seriously and bluntly asked, “Do you think he didn’t say hi to me because he’s not feeling well, or because he’s just plain rude?”  My sister cracked up and declared, “I think it’s probably because he’s just plain rude!”
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Alex knows I think he is the CUTEST thing ever in so many ways.  When he does something cute, or gives his cute look, he says, “Don’t have a cute attack, Mom.”  But, it’s SO hard not to 🙂  Of course, at almost 14, he’s definitely into being “handsome” now.  And, he’s constantly repeating the mantra, “You need to respect girls” to his little brothers.  I would love to be able to capture his “cute look”, but getting a picture without a weird fake smile is hard enough . . . LOL!  Here is a recent picture of Alex on the side porch:

I’m pleased that Alex sees autism as an asset, and I think it is for him.  Eli also is comfortable with the benefits autism brings him, though as he navigates community college, it is very important to him that others don’t view him as less than for living with autism.  He does not want special privileges, though he accepts that it would be helpful to potentially have certain accommodations in some circumstances (such as taping classes that are lecture-driven to help with his slower auditory processing capabilities).  Overall, although Eli notices the differences autism creates in his life, he is comfortable and even prefers what it creates (for instance, he’s not into being highly social and finds most teen interactions silly and not useful).

Anyway, I thought I would share some observations from my maturing boys who live with autism.

Alex is on his way . . .

Alex is 13 years old now and has been working through the Collaborative Learning Stage, as I describe the rhythm of our unschooling cycles, since around 11.5 years old. This is never an easy stage as the children transition from a more relaxed, interest-based environment (seeking their passion) to learning more about goal setting and self-discipline (purpose). With Alex living with autism, it made the transition just a bit bumpier.

I’m so excited to announce that . . . Alex has arrived! Woohoo! We started off like I always do with my children at this stage . . . one or two subjects and working side by side with them. Together, we find resources that work for him. Actually, Abbey was the person who first did this with Alex back when he was somewhere between 11 and 11.5, and they worked together like this for maybe 6 months.

I believe a break occurred, and then I started working with him one-on-one, shifting things around to encourage transitioning into independence. It was always hit and miss at doing the formality, so it was maybe done twice a week, and lasted an hour or two. At a certain point, I didn’t think my current thinking would transfer to independence, so I started looking.

I went to a GIFTS-NC conference last year and picked up what looked like a good idea, if I could modify it to what would work for us. It was what I would call a “better” TEACCH box system. I thought and thought how I could modify it and came up with a good plan. Alex tried it starting just before 13, but he felt it was too overwhelming for him. He started calling “homeschooling time” the “H” word . . . LOL!

So, we took another break and he shared with me what he needed. He said he still needed someone to be with him as he did things. At the same time, Abbey, Alex’s big sister, was able to begin formally working with him through procured state services one-on-one in our home for four hours a day. He was excited as we shared with him what he would be able to do: things like creating his own stories with support, learning computer skills to further his car and other interests, earning money through chores, expanding his understanding through readings and vocabulary work, etc. All of this would be done by creatively interweaving his interests as the process toward worthy products.

Well, about two months into that, I started adjusting the box system and having his older brother sit with him (who wanted to earn some money, too). It didn’t work, adjust, it didn’t work, adjust, it did work! There still seemed to be resistance, though. Then, one day, about three weeks ago, it all started to come together. All the social and emotional and behavioral conversations that were happening with his sister in their “therapy hours” was transferring over into his formal work.

Alex actually started to come and REQUEST his homeschooling. He collaborated with me about adjusting it once again to work exactly the way that is right for him, how often, and when, and the boy is doing it all independently (as he dropped wanting Eric to help him). He does four activities each day, he learned to keep focused (something he had a hard time with) through using a timer, but dropped that after only a week or two, and he learned that he didn’t have to panic if he didn’t understand something, nor did he need someone right next to him to avoid the panic, but all he needed to do is come ask for help. It takes him about an hour to complete.
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So, he’s approaching 13.5 years old and are right about on target for what I say typically happens in this timeframe. It just takes that long to transition, find what works for everyone, and then success. I am already anticipating the next stage of Gift Focus Stage as we are gearing up to match him with apprentices in mechanics. We’ve been trying to put it together and it has been slow going, but I see it happening by 14, so . . .

It’s always so exciting!

Here’s some pictures of Alex doing his homeschooling. He prefers the side porch, and you see his big brother still likes to come along and “spar” with him, literally and figuratively (they love to verbally spar good-humoredly with each other):

Having a Voice and the Power of Words

Over at Woodstone Prairie, Maura wrote about the discrimination of the mentally disabled, as well as the common word usages in the same category used flippantly to describe negative attributes.  Interestingly, both just recently were part of a conversation as well as an experience today (again).

I was gone for the weekend with four of my children getting to enjoy the camaraderie of fellow unschoolers at a weekend camp at a sound on the coast of North Carolina here in the state we live.  It’s a group called Families Learning Together that has been around for a while here in North Carolina, and for which I have become a part over the past few years.  They have two camps a year:  one in the fall and one in the spring, at various camp locations across North Carolina (usually YMCA types or church camps, etc., where you can rent the entire facility).  They are starting to add a winter gathering.  There are usually around 100 people of all ages and this past weekend, there were four families with children with autism there.

I had a particularly good time connecting with a mother of two, Carissa, in which we enjoyed sharing similar experiences of many attributes of our families being “different”.  One particular conversation I had was about the idea that it’s the mentally disabled that are the most discriminated about strictly for the fact that they really have no voice.  As an example, I brought up the realization that before the Jews were persecuted during the Holocaust, all the disabled people were killed.  But nobody talks about that, or for them.  Though it was horrendous what happend to the Jews, they have a voice to be remembered and seek consolation or vindication.  Anyway . . . I agree with Maura on this point.
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And, just this morning, during an early morning scripture study class, some of the youth referred to each other or themselves as “retards”.  I like to take the opportunity, particularly with this age group, to create awareness on their part, as most of this language is just said without realizing what they are actually saying.  I’ll say something like, “You know, one should think about the words they use, because they may be in the presence of someone who has a mentally retarded child.”  Since they all know about Adam, they usually quickly apologize, and I hope, find more awareness.  I think change begins with the youth . . .

I try not to take it personally, but educate.  But, sometimes, it is tiring to always be in that role.  So, again, I’m there with Maura on this one.

Rebuilding Relationships

Here I go trying to get my blogging habit going . . . again. Only time will tell when my efforts will stick 🙂 I thought it would be fun to target various children in my focus for my posts if I don’t have a personal inspired thought for the day. Today, I thought I would start with Adam because he did something we all dropped our jaws over the other day. In fact, I had to laugh because my instinct was to tiptoe around the situation, pretending that if I didn’t put a spotlight on it, it would stick around a while longer . . . LOL! So, what am I talking about.

Adam, who is 15 years old, and struggles with autism on a minutely basis, has taken to withdrawing from the family for the most part over the past several or more years. He is very comfortable around his father and I so will hang out between his own bedroom (one of the few with their own) and our bedroom, connecting on a consistent basis. As for most of the other children, he avoids them . . . the younger ones because they agitate him because he can’t predict their behaviors, and the older ones, because they are usually around where the little ones are . . . LOL! So, to come out into the main family area during peak hours is rare. Instead, he peeks his head out his door to request food every so often . . . thus, why his nickname became “His Majesty” . . . LOL! . . . or to request a parent or older sibling to do something with him.

It would take a lot to explain the ins and outs about how and why things happen, but just suffice it to say that Adam and Alex (13 years old and living with autism) are autistically at odds right now. It happened when they were about 2 and 4 years old, and started again around 12 and 14 years old. Probably another year and they could be through it, with a little help from me. And, that’s what I started the other day. Alex has come a long way in understanding his own and others’ behaviors, including Adam’s, with a LOT of talking and explaining from me to him, and a lot of talking through relaxation techniques in order that he doesn’t go into a meltdown himself over their behavioral differences.

So, Adam doesn’t want Alex to be outside when he is, and lately, Adam has taken to wanting to be outside more since moving to the country, and so has Alex. Naturally, Alex doesn’t want to be dictated whether he can be outside just because his brother does, so I decided to implement a plan that entered my mind. I explained to Alex that although he is the younger brother, he has more abilities than his older brother, and in order to create a different relationship, he would need to be the one to initiate a rebuilding of their interactions as he proved to Adam that he could be trusted through maintaining his composure no matter what Adam says. Alex seemed game, so we rehearsed what he could say, and what Adam might do in reaction behaviorally, and how Alex could respond.

So, Alex approached Adam who was waiting on the trampoline for his sister, and sure enough, Adam closed his eyes and started insisting that Alex leave. Alex courageously and calmly stood his ground and waited for a silence and initiated, “Adam, I want to be your best friend.” Hhhmm, he added “best” in the suggested sentence . . . interesting 🙂 Alex had to repeat this a couple times for Adam to really hear him since he will often shut down all his senses when he feels like he might become overwhelmed in someone’s presence. I helped Alex keep his composure through Adam’s ignoring and other behaviors and Adam dared to peek and see that Alex was being calm still. Then, I leaned over and suggested that Alex ask Adam a question about what he was wanting . . . “Do you want to bounce with Abbey?” Adam replied calmly, “Yes.” And then Alex stated he would go inside now so Adam could bounce with Abbey.Such is native to some Asian look here cialis prices countries like Indonesia, Malaysia and Thailand.

Alright, I figured that was a good start, and if we do something like that every day, maybe their interactions would become less suspicious of one another and maybe they could start being in the same room together again. So, what to my wondering eyes did I see a few hours later? Adam came downstairs (after returning to the house and to his room, as usual) and sat down in a chair and watched his oldest brother, Eric, play video games in the main room of the house . . . during prime time peak hours! Happily! With Eric (who has a similar history with Adam, who couldn’t tolerate Eric’s voice for several years before he left for a year, which seems to have broken that pattern to a large degree, thanks to some things Eric did when he returned to help lessen the previous effects, bless his soul). Adam stayed there for about a half hour! And Alex walked in, and he was fine! I was shocked. Everyone was shocked. We walked around like you would when you see a deer in the woods and don’t want to frighten it away . . . LOL!

My hubby arrived home from work and I met him on his walk in and prepared him for a surprise, but warned him not to be too shocked or “scare him away”. He walked in, saw, and his jaw dropped. I even went and got a picture. I know! Sounds silly, but unless someone lives with autism to the degree we do, you have no idea 🙂 Here’s the captured moment!

Bittersweet Memories

We’re moving to the country at the end of this month! I’ll post some on that another time. However, we need to downsize a bit . . . in a good way. So, I’ve been trying to put some of my newfound desire to throw things out into effect . . . not typically part of my past nature . . . and it feels good. But today, I was going through my armoire/bookshelf unit in the family room, which is where I have kept my ABA therapy supplies I used with my two boys with autism in the day that they were intensely learning to speak, for instance.

We stopped most formal therapy back in 2002. Though, ABA principles are how Adam (15) still learns today. In this middle cabinet are shoebox sized clear storage containers with oodles and oodles of cards. Adam LOVES to match, so I would make cards for everything! I came across the word cards we used when he learned to read . . . tossed them. Ah, there are the color coded question cards with verbal/visual matched answer card for the 100 questions he learned when he had a short foray in a public kindergarten, and I wanted to prove to the administration that a child “like Adam” could successfully participate in their fund raiser (he was one of only a few children in the whole school who answered 100% correctly). What’s funny is he still remembers those questions. The thing I’ve discovered about Adam’s autism is that he never deletes anything, which would make it difficult to make room for more important things, one would think. Kinda like my hanging on to these cards.

I found the conversation cards we used; I decided to keep those. Same with all those emotion cards that Adam loved so much. With the advent of the Internet, where, if you want any type of picture, all you need to do is google image and find a hundred to choose from, all of my meticulously acquired visual pictures of various objects are deemed obsolete. But, how can I just throw them away after literally hours upon hours of scouring magazines for just the right pictures to use to help Adam or Alex learn the word . . . in double, no less. And, I hand lamanated them with contact paper . . . hundreds of pictures.

Times sure have changed. What a blessing for those who are helping their children with autism today! But, one can’t replace the individualized photos I have to bring the words alive in his own life. The picture of his chair, or his blanket, or his hammer set, or the alphabet puzzle he loved. Or how about those emotion pictures of his siblings, his father (and my hubby), and myself. Look how young we were! And, yes, I even have photos of Adam pointing in the grocery store, his sister waving in McDonalds, and my hubby pumping gas at the gas station. So, if you see a strange woman taking pictures in public places where you don’t normally see a camera, she might just have a child with autism!You will certainly not feel bad for view address cheap cialis filing the Propecia lawsuit.

I did toss quite a bit. However, nostalgia and sheer bittersweet memory had me hold on to quite a bit. The likelihood is that some of my children may have children with autism themselves. My oldest son and daughter have asked me about this. I’ve said that they can take one child at a time and see what happens. The bottom line is that they will have a grandma (me) who knows a lot about helping, and she’ll have a bunch of cards to start them out 🙂

I kept the buckets to six. Maybe as more time passes, I’ll be able to throw out more. But, for now, they stay as a reminder of where we’ve been, in order to remember to enjoy where we are today.

Insomnia: Creative Bursts or Stress Release?

Here I am in the middle of the night, wide awake. This happened about a month ago as well. It’s frustrating when I’m lying there knowing I need my sleep. On the other hand, when I give in to the inevitable and embrace it, I am astounded by the level of creativity that emerges from my mind! I may actually begin to desire my insomniac times.

I felt a bit ill and went to bed at midnight. My son, Adam, who lives with autism and has the traditional trait that comes with the disorder, a significant sleep pattern difference, is usually ready to come to bed around 1:00-2:00 a.m., depending on when he awoke. This night it would be around 2:00 a.m., so I set my cell phone alarm and went to sleep quickly. Adam immediately consented to retire at the designated time, but I also had popped completely awake . . . never a good sign. After taking his melatonin, Adam was sleeping within about 30 minutes, while I continued to stare, wide-eyed at the slow changing digital clock at my beside. At 3:00 a.m., I decided to see what I could accomplish.

I had agreed to create a post over at Life Without School in relation to a couple of questions that were posed there at various areas. I have not taken the opportunity to discuss the right-brained learner often there, and this was just that moment to do so. I decided to sit down and see what emerged. I just love it when writing flows from my fingertips, and that’s exactly what happened tonight. It wrote itself, and I can amaze myself at what results. The creativity burst from my insomnia helps relieve certain stresses I take upon myself willingly that naturally accumulate in the household of unique individuals I call my family and the lifestyle that most benefits each through home/unschooling, including my own personal development through writing and speaking.
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The post I created is to come out in mid-June, so I’ll let everyone know when to go take a peek after “peaking” your interest . . . LOL! See, even the puns come out 😉 And, after so many months of a dry spell on my blog, maybe this post in the middle of the night will kick start a new segment of thoughts to share with you all.

I guess I’ll go see if I can catch a couple of hours before daylight.

Catch Up: Birthdays, Conferences, and LWOS Post

Yes, it’s been almost two months. So much to do, so little time! First, some birthdays came and went. My oldest turned 20 a few weeks ago, which means I have my first child in the twenty-something category. It was also the first birthday I didn’t get to spend with a child, as explained in my last post. But, my daughter and I had fun putting together our first “care package” for him with a few goodies. He e-mailed me telling me he received it and that he didn’t take long to “down the chocolate goods”. He was into Japanese cooking just before he left and had binged on some Japanese products before leaving, so I stuck a last package of udon noodles in the package. He commented that “the udon was a bit random, but appreciated.” Then he went on to put in a few more Japanese food product orders for next time. He continues to flourish on his mission, and is currently serving in his first location: North Salt Lake, UT.

Eli turned 16 yesterday and most of the family went to Cracker Barrel for his dinner outing. It can be hard and sad when your whole family can’t go to these types of things. Adam is just not at a place that he can tolerate that type of outing, so Abbey stayed home with him. She is such a gracious giver! On the other hand, she knows that she has a blessed life in being my traveling companion to conferences as well as much freedom in going wherever she wants when she needs to go. But, it’s still a choice to be amazing . . . and she is. Anyway, Eli wants to buy Rollercoaster Tycoon III – Wild as his gift.

And, speaking of conferences, Abbey, Eli and I just returned from the InHome Conference this past weekend, and we all had a blast! I still vote it as the best organized and most diverse inclusive conference I know of for both adult and children/teen workshops. Plus, we feel like such family among the organizers as we have attended and presented since 2000. I was invigorated and newly enthusiastic about some of my passions as I contemplated various things on my long drive home.

As always, my right-brained learner workshops were well-received. I presented a workshop on my Collaborative Learning Process for the first time that had mostly good reviews, with a few people who didn’t like it at all, which is always expected. It was my largest attended workshop this time, so there will always be someone who came and was expecting something different. Since this process has an unschooling “flavor”, and I didn’t write it up as such, some may have attended that don’t embrace that idea at all.

I became especially empassioned about the special needs arena after serving my second year on a special needs panel. I’m finally beyond frustrated about presenters who espouse the IEP/school process within special needs. I SO want to be a voice that shares another way . . . and, yes, to me, a superior way, than schools can provide our very different children. Around the discussion table after the conference, the organizers were eager to have me present next year at least one special needs workshop specific to autism, but they are open to me throwing in other ideas as well for another workshop.This technique delivers a long-lasting erection levitra 20 mg http://deeprootsmag.org/tag/placide-cappeau/ to make an intercourse satisfactory and happy love-making activity.

On a similar note, I was able to speak to the organizer of Rethinking Education in Texas, Barb, on my way down as a potential speaker at her conference on Labor Day weekend. We are now working out the details, and I shared my enthusiasm about special needs topics that I would love to showcase at her conference, as well as the well-received right-brainer topics, so we’ll see how it all works out . . . Sometimes, passion and purpose hurts Undecided

Last, my recent post is up at Life Without School called From Snakes to Unschooling that I had posted here last year. I added some attributes to it based on the comments here at my blog, so go check it out and see what comes to mind for you. I actually should have mentioned two lessons for mom from that story. The one I didn’t mention, and I may add it after it is off the front page, is that children will learn what they are interested in if you supply the materials and resources for them, and be available and attentive to their requests.

I’m going to try to get back on my blog wagon . . . I missed everyone, but I had to prioritize, as you all can understand, I know!

“Writing” for the Right-Brained Learner

In my last post, I shared a favorite “writing” resource for my three oldest children, two of whom are strong right-brained learners. This resource approaches “writing” very differently in that it is meant to ignite the desire to create books . . . of all kinds and styles, including those to which a right-brained learner would be attracted. I then shared some samples of my oldest son’s books from his 8-year-old folder.

A few notes about how my oldest son was able to be at that place with “writing”. First of all, he is an artist by nature, and started drawing pictures at 3 years old (not having picked up a writing utensil at all before then). My hubby is also an artist, and he would spend hours each day after work and/or school (whichever stage we were at) drawing with him and sharing his love of drawing and being excited for Eric as he developed his raw talent. So, right there, he had a mentor and inspiration to draw from (haha, pun intended).

At around 4-5 years old, my hubby started telling elaborate bedtime stories that he created, and subsequently, began to record them ala an audio recorder so that the children could listen to those stories again when he was not able to do new ones on some evenings. This inspired the children to tell their own oral stories, again after being mentored and inspired.

We then got this great making books resource and because Eric is an artist, he was attacted to the visual and pictorial types of books, and this mentor resource and inspiration, along with a parent who kept scads and scads of paper available (a whole forest has been destroyed compliments of Eric), he began to compile his drawings into books. So, it wasn’t a one time deal to get him where he got. And even then, others in the world wouldn’t value what he called his “writing” or his “books”, but we did!

Another gift Eric brought to his writing was that he always had a precocious vocabulary. This is why, even though he is a strong right-brained learner, there were some decent words and thoughts included in his early writing. On the other hand, as gifted as he was in speaking, it didn’t show up that prolifically in his early writing, so it shows that “evidence” of the “later writer” in him due to his right-brained learning style.

Another note I will make about his samples I put out, the Toy Story sample, as you may have noticed being significantly better in drawing ability than the others, was because he traced it, and then added the “battle wounds” to the picture. This was another thing he did in the early years to develop his drawing skills . . . he traced! He did this in order to learn from those who were better artists than he, and in so tracing well drawn elements, he was able to begin to freestyle those elements himself. Again, we valued all types of methods to developing skills! That goes further than one might think.

I thought I would also add some more writing samples, this time from Eli, who is my other strong right-brained learner. He didn’t learn to read until 10-11 years old, so you will notice in his books that he had few words. Those he did have often were very slaughtered in spelling. However, what is fun to notice between Eric and Eli with their books is that you can see the slant that Eli brings toward his own right-brained gift: building. He loved Legos, trains, and numbers, and you will see that represented in his drawings.

Eli was very delayed in language and slightly so in fine motor skills. However, because of how obsessed Eric was in drawing 4-5 hours a day minimum, Eli was exposed to that model and inspiration from a young age. Around 5 years old, he wanted to try his hand at drawing. I have a feeling that if he had not had his older brother around, he would have had significant delays in his writing skills, like his subsequent three brothers.

Here are some samples from Eli’s 8 year old folder:


It was about Jack, I believe, his imaginary friend. (Right-brainers have a higher incidence of imaginary friends, and Eli has a handful of them, even today.) You notice how the spelling of Jack is slaughtered. Again, as a right-brainer is skilled at, the perspective in his drawing is remarkable. Also, notice that for Eli, he liked to draw a bunch of little boxes with mini parts to his story line, not unlike Legos that are separate, but put together.There purchase cheap viagra http://amerikabulteni.com/2012/12/05/senatodaki-filibuster-tartismasi-nedir/ are a number of factors which contribute in vascular issues include smoking, alcohol drinking in excess, overweight, lack of exercise etc.


This is another Jack story, but with a train theme. Many of his books have train themes because of his great and deep love for them, beginning around 18 months old and lasting until today. (That is autism for ya!) Also notice his limited verbal descriptions of his characters that he placed on the last page. He actually corrected his The End, which usually was The Edn for several years. Apparantly, this is when he started to notice and correct it.


This is another classic Eli example of his book work. He had many maze-y, puzzle-y type of drawings that depicts his visual-spatial mind. He has always been my instructional reader, preferring the visual diagram and instruction versus the verbal. Notice there are no words although there appears to be visual symbols depicting some code to the puzzle. It may be based on some video games.


Here is a more classic story, all picture with no words, and yet, the pictures depict a thousand words, and a storyline is beginning to emerge in his books. It took him much longer to develop storylines through pictures than his older brother, because language was not an asset for Eli. And yet, notice the perspective yet again (for example, see the two tiny people silhouettes in front of the house in the first picture?). . . his visualizations were quite accurate, even if words failed him!

I wanted to show another sample of another type of child. Eric was my most naturally “smart” and would have been labeled gifted in school with no doubt. However, I’m sure he would have struggled with the classification of “not living up to his potential”, because so many of these valued school skills, such as reading, writing, handwriting, and spelling came later. But, he was very intelligent nonetheless.

Eli would have been labeled disabled and put in special classes if he had attended school. No one would have noticed or given credit for his amazing spatial skills, but we did. Although the valued skills of reading, writing, spelling, vocabulary, English, speaking, etc., came well later for him, they were put in perspective as we focused on the skills that did emerge for Eli. Building, spatial skills, math, music, and a highly sensitive heart were nurtured young, and when the other skills that were delayed began to emerge, these assets of his that had been well developed helped him capitalize more easily in bringing everything together. I have no doubt he would not be the child he is today if he had not been homeschooled, and valued for the perspective and skills that surfaced, and being encouraged by bringing in the resources that he could build on, which included a lot of trains, tracks and Legos as his core homeschooling foundation. It has served him well!

New Family Picture!

My friend has been taking her family for photos to a place called Portrait Innovations for a few years and I liked how they looked. It seems to be a marriage between the professional photography and the mass-production of photography. The photographers take a bunch of different pictures “free-form” with their camera that can click two or three images at a time. They take any types of pictures you want . . . individuals, groups, subgroups, and in any position. At the end, you sit down and narrow down your choices within each area. You then determine how many of each you want, as well as creating several specialty pictures like groupings of several on a page, black and white, etc. They can also crop, do fade outs, and recenter. You take the photos with you before you leave!

For our large and unique family, it seemed to be the way to give it a go. Although our candid family photos have turned out extremely well, it’s always fun to try to do something in a studio. So, here’s the turn out:


So, here’s the backdrop stories. I’m fairly proud of the color scheme I put together. I can’t say that I have a talent in visual imagery or developed the fashion skills, whether it’s in clothing or decorating a home. So, I feel pleased with how the colors coordinate.

Getting Adam (far right) to not only cooperate, but to enjoy himself took quite a bit of pre-work. For instance, you are looking at a 15-clip haircut, done by yours truly. That’s right, he does not like haircuts for sensory reasons and finds the feel of it harsh. So, we negotiate how many clips I get to have. I usually get to have 50, which doesn’t go far, either. Every so often, when he is in a good sensory place, he actually lets me buzz cut his hair. (That has happened twice.) This time, he was not in a good place, so one 10-clip timeframe, and one 5-clip timeframe was allotted me. He had hair several inches below his ears and eyes before this look, so I think I did fairly well with my 15 clips!Do buy cheap levitra look at here now not store in the bathroom.

Wearing new clothes is both a sensory thing, but more importantly, a routine thing. He wears navy blue sweat pants every day. He has done this for several years now. He wears tan dress slacks for church, with a white shirt, untucked. He has actually become a little more flexible if it is something new. So, first, I had to get him prepared for “the picture store” several days in advance, and I let him know that he is going to put on “picture clothes”. When he saw the tan pants, he was alright, but when he saw the blue shirt coming, he declared, “White shirt!” I said, “White shirt is for church; blue shirt is for pictures.” He quickly relented. I then went for the sweater, and he declared, “No sweater!” I replied, “Sweater is for the picture store, and when you’re done, you can take off sweater.” He again, relented! Yeah! Don’t let me tell you how hard it is to have him buy new shoes!

Then, for the actual entering and waiting in the store was another whole process. First, we arrived early and he and I walked up and down the storefronts, peeking inside, preparing himself for what it looks like, but having the freedom and space to find his own time. Prior to arriving, our oldest son, Eric, agreed to not speak the entire time while in the store. Adam cannot stand the sound of his voice, and screams and gets aggressive everytime he does. It’s been going on for a year or two. It’s difficult for everyone, especially Eric, but he willingly agreed. Abbey brought the Game Boy Advance in order to play some games for him to entertain him during the wait. When the time came to enter, Adam came in eagerly, walked around the inside for a while checking out everyone in action, and then spied an empty changing room. Ah, a little tranquility amongst the chaos. Abbey went in with him for a while to sit. She then helped him take a chair in the main waiting room and played Game Boy for him. They looked so sweet together.

Abbey is already prepared to be an awesome mother and future unschooler. She has already developed the ability to do what is right for her family and not worry about what others think or “typical rules” for locations. For instance, I mentioned that we might want to help him transition from the changing room if someone will need it, and she simply said, “You know what, they can use the bathroom. Adam’s needs are important, too.” That’s my girl!

The final element involved was being patient with each transition to various photo areas, asking short increments of time from him and then letting him wander around, when larger chunks of wait time in between shoots occurred, someone took him outside to walk around, or in the dressing room, or Abbey did another Game Boy spurt with him. Finally, Adam knew that the cumulative reward was getting to go to McDonald’s playground and eat and play there. He enjoys that environment.

I stayed behind to pick out pictures and wait for the print-outs, and my valiant and awesome hubby, along with supportive older children, took the crew to McDonald’s without me. And all went well! Overall, it was an enjoyable family moment 🙂