Brandon Twp.- Just as any parent might be, Elizabeth Wildemaan is excited and proud that her child is learning to read.
But unlike many other parents, the ability of her son to read brings Wildemaan hope’hope that one day she may be able to communicate with and understand him.
Her son, Corbin, 9, is severely autistic and mostly non-verbal. But with the help of a new autism program offered at Belle Ann Elementary, new doors are opening for the third-grader.
‘He’s making progress and learning to read,? says Wildemaan. ‘I am really pleased with the program.? She hopes that through reading, Corbin will also learn writing skills, and although his small motor skills are still very limited, perhaps be able to type messages on a keyboard to her.
The Autism Spectrum Disorder Resource Classroom, featuring an ASD-certified teacher and three parapros, is new this year to Brandon Schools.
‘ASD is no longer a low-incident population for special education,? said Pam Schoemer, director of ASD special education for Brandon. ‘Once in every 155 births, a child is born with autism. The Centers for Disease Control refers to it as an epidemic.?
According to the Autism Society of America (www.autism-society.org), ‘autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.
The cause of autism is unknown, but Schoemer notes that while in the 1980s the incidence of autism was one in every 10,000 births, over the past 20 years the number has dramatically increased. In Brandon, there are six students, including Corbin, who have autism severe enough to warrant their own classroom. Schoemer says there are many more who are higher functioning and supported within the classroom. Before this year, autistic students living within the Brandon School District were transported to the Clarkston School District, which has an autism program. When Brandon announced they had enough students for an autism program here, Wildemaan was not happy. Her son was used to Clarkston, and they were used to him.
‘I was afraid he would regress,? she said. ‘Change is pretty scary to autistic kids. Plus, Clarkston has a ‘Peer Pals? program where autistic children are partnered with a child who is in the general education program.?
But she soon learned Brandon also had a peer mentoring program, as well as the START project, in which the staff has ongoing training to develop the best support plan to promote socialization and independence in autistic children. Brandon was among nine districts selected for the intensive training, funded by a 7-year grant.
‘It’s hard when you have a non-verbal kid and they can’t tell you what’s going on at school,? says Wildemaan. ‘But with START they show how to modify materials for AI (autistically impaired) students.?
To her relief, Corbin did not regress with the switch from Clarkston to Brandon, and she feels Brandon is more focused on academics, which she is very pleased with. Corbin is able to stay in a general education class for about 45 minutes per day now before he needs a break and goes to the autistic impaired classroom. In his general education class, he types spelling words during language arts. When he goes to his autistic impaired classroom, he works on reading and math and is also learning to tie his shoes. He eats lunch with the general education kids and also has recess with them and the peer pals assigned to him.
Schoemer says the program allows autistic students more one-on-one attention, and in the ASD class, there is academic work, and a lot of sensory, group, teacher, and individual time.
‘He still has problematic behavior, but he seems pretty happy,? Wildemaan said.
Schoemer is happy to have him and the other autistic students in the program.
‘It’s nice to have them in the district and getting to know members of their own community,? she said. ‘We hope to increase understanding about their disability and foster acceptance? Our goal for the children is to optimize their socialization and independence’the same goal that we would have for any other child.?