“In Chinese, the word crisis is composed of two characters. One represents danger and the other represents opportunity.” - John F. Kennedy

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Tragically, children and adults with autism are often attracted to water sources such as pools, ponds, and lakes. Drowning is a leading cause of death for a child or adult who has autism. Be sure your child knows how to swim unassisted. Wichita-area YMCAs encourage parents of children with special needs to sign up for lessons.

Individuals with autism often have difficulty processing their environment including the ability to identify dangerous situations. The same social and environmental rules used for the general public must be applied for individuals with autism, however modifications must be made to ensure they are safe. Individualizing these modifications and supports is the key. Visual supports identifying dangerous areas along with proactive strategies such as swim lessons, modeling and practicing appropriate behavior around dangerous areas such as a pool or pond can make all the difference. Checking routinely for comprehension and appropriate processing of dangerous situations helps to reinforce the supports and tools each individual needs to be safe in situations that can quickly turn into an emergency.

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When I do presentations or workshops, I often times don’t print a schedule or agenda, and may not have handouts available. As I begin speaking, I see that some are having difficulty paying attention. Many scan the room as if looking for the answer to some unanswered question. I continue talking without skipping a beat. I watch some become very uncomfortable, while others flash a nervous smile, not quite sure of what is to come. Their environment is not controlled, and the ambiguity elicits a sense of uncertainty. It isn’t surprising that such a simple action on my part is met with a visible reaction. Who likes being in a position of not knowing what’s going on? If social cues aren’t clear, or if we don’t know how to read the social cues, that uncomfortable almost frustrated feeling continues to rise. Finally one or two people will raise their hands to ask the question on almost everyone’s mind, “is there an agenda”?

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For as long as I can remember, there have always been two “new years” in our house to prepare for….the start of a new school year, and the start of a new calendar year. For children, the start of the school year means the end of summer break, and the start of the calendar year means the end of their holiday break. For parents, it means the same thing, but elicits a very different feeling. Many times it is those “breaks” that parents find difficult because the natural routine and flow of the family schedule is shuffled. For many families it turns into a time where parents seek opportunities for their children to engage in fun, educational, and social activities as well as family time with vacations and travel. Parents of children with autism find this to be even more challenging as these “breaks” disrupt the routine and structure that is so important for their children. Feelings of isolation and even despair can sometimes overwhelm parents as participation in these activities can be complicated and challenging for their children with autism.

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With the recent reports regarding the new statistics indicating that one in every 91 American children are now being diagnosed with autism spectrum disorders, I’ve fielded many telephone calls and emails from parents, professionals and friends asking what I think this means. I think now would be a good time to focus again more specifically on the person diagnosed with autism and what it means to those of us who work to promote appropriate interventions and services to families and communities around the world.

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We’ve all heard the phrase that it takes a village to raise a child. What happens when the village is burning? What happens if someone says, “I’m not the fireman - it’s not my problem?” The truth is the village is burning. Each year teachers are faced with increasing demands personally and professionally, with a growing population of children with autism spectrum disorders and diminishing resources. A classroom is a community where each student becomes a reflection of their parents’ physical, emotional and financial disequilibrium. Children absorb their parents’ stress and in turn bring that to the classroom. Teachers must then address the child with consideration to disability, but also take a close look at the whole child to ensure success. A teacher must take into account that everything that affects her students’ ability to learn is her problem. Understanding this, teachers and parents must stand together as a team and “join the bucket brigade” so that the village stands strong and supports the child.

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Fifty-eight enthusiastic campers joined us for Camp SSTAR this summer with the goal of making friends and learning new skills for the school year accomplished! Enjoying many camping activities such as fishing, hiking, and crafts as well as working on an official newscast and yearbook, the campers were involved, energized and excited to be a part of such a unique camp with the primary reward of lasting friendships.

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April is National Autism Awareness Month in the United States, and April 2 is World Autism Day, celebrated by countries around the globe. Organizations large and small focus efforts to increase public awareness of the condition and the needs of individuals diagnosed with autism spectrum disorders. Heartspring is celebrating Autism Awareness Month by sponsoring the 2nd Annual walk for autism awareness with the Autism CARE Walk on Saturday, April 4, 2009. Building upon the tremendous success of the inaugural walk in 2008, this year’s walk brings more activities and resources, fantastic raffle prizes and vendors specifically chosen to deliver valuable autism resources for families and individuals. Most importantly, the Autism CARE Walk raises awareness about autism spectrum disorders in our community and across the nation.

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The phone rang, it was four o’clock in the morning, and on the other end of the line was the mother of a child I had been working with for over 4 years. Through her sobs, she told me that their beautiful little boy had just passed away. Brian, who had autism, had suffered a seizure earlier in the evening in his sleep, and never woke up. To say his parents were devastated just doesn’t quite do justice to the deep pain and loss they felt. Although that was 15 years ago, I think about Brian often because it was on that day that I learned a valuable lesson about the true “ability” of each and every one of us.

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“Children with autism don’t have a father around to tell them, don’t act like a moron. You’ll get nowhere in life. Stop acting like a putz. Straighten up. Act like a man. Don’t sit there crying and screaming, you idiot.”’ On July 21st, 2008, Radio talk show host Michael Savage described 99 percent of children with autism as brats. While Savage’s comments reflect an outdated, cruel and misguided point of view, it prompted advocates to step up their efforts to educate the public and move forward rather than fall further behind. Grasping the evolution of autism requires a step back over 100 years of history.

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The opportunity to communicate and collaborate with people from around the world regarding best practices when working with children with autism spectrum disorders is phenomenal! I had such an opportunity on Monday, November 5th 2007 in the wee hours of the morning to accommodate for the 12 1/2 hour time change. Using SKYPE, Chris and Gary were able to connect with me so that I could present to the teachers and staff of the Open Door School, The National Centre for Autism in India, also known as Action for Autism or AFA as it is referred to by those who work there.

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