Autism: C'hele's Story

August 23, 2016

Autism: Caela’s First Day in her University Program

Filed under: Aspberger Syndrome, Autism, Special Needs, Uncategorized — C'hele @ 02:47

Today is my daughter’s first day in a real, unmodified, university program. The Culinary Arts Program. On the way to school, she admitted to me that she was nervous. We arrived a half hour early and she wondered what she should do to kill some time. I said to her: if you want to make a good impression, you would walk right into the kitchen and ask the Chef/teacher what she can do to help on the first day. Glancing over at her in the truck, I saw her eyes glaze over and she stared ahead of her like a zombie. Her anxiety is up sky-high I thought to myself. Asking her if she had any Skullcap herb, I told her to take a couple capsules to calm her nervous system.

I asked Michaela if she had any questions before she enters the building. She was nervous that she would not be able to keep up with note taking without an E.A. to assist her. All she would need is a scribe really. I told her to do the best that she can and to speak with the Chef if she thinks this will be a problem for the future.

It is after all, the first day only. She agreed.

This will be very interesting for us. Michaela excels when it comes to visual learning like most Autistics and can learn very quickly just by “doing.” When she was in grade twelve, she had her last, updated Psyco-Educational Report done. This report is beneficial in determining what kind of services Michaela will need when it comes to adult services and post-secondary educational. Academically, Michaela tested below average at 75%. Her math was well below average at around a score of 68%.

So this will be interesting. My plans?

  1. Review the concepts taught that day.
  2. Giving clarification where needed
  3. Planning and organizational support for assignments and homework
  4. Review of study skills for exam preparation
  5. Asking Chef for a separate setting and extra time to be given during exams

The fun has just begun.

Autism: Documentaton

One of the most frustrating things I have to deal with at work is being the only one who documents. Document what you may ask? Negative behaviours, odd behaviours, and new behaviours. We use an ABC chart to do this. A: What was the antecedent before the behaviour occurred? B: What was the behaviour that manifested as a result and C: The consequence for the behaviour that occurred. Outside of using the ABC chart, we are also required to utilize what’s known as an Incident Report when negative behaviour occurs that involve physical contact: slapping, hitting, punching, pinching, kicking, spitting and the like. So many of my colleagues choose to opt out of filling out incident reports. Many Educational Assistants or Specialized Assistants feel that they are doing their student(s) a disservice by documenting. Or getting them in unnecessary trouble. Many parents refuse to document their child’s behaviours because they fear their child will become “labelled” or they fear that the government will label them abusive in some way.

I cannot stress enough how this approach can hurt their students/children. Without documentation, the individual who displays challenges does not get the free services and funding they would so desperately benefit from. The earlier your child or student receives support, the more success that individual will have. I know this to be a fact. I knew at six months of age there was something wrong with my daughter. Despite my inquiries, my family and some of my friends thought “I was making my daughter a special needs case.” The stress they caused me was overwhelming. I knew, early intervention was everything. I made the necessary doctor appointments, spoke to her pre-school teachers and talked with those who worked with her (dance teacher, Sparks leaders, etc.). I documented every single odd, repetitive, negative and even violent behaviour my daughter manifested. Times were crazy and stressful then. The documentation I provided to her doctors were worth their weight in gold. They could see I was being very proactive and was putting my daughter’s wellbeing first before everything. Because of this, my documentation made their work a bit easier- they in turn, worked extremely hard to find solutions and answers for us.

Due to the documentation, the hospital soon figured out that my daughter was Asperger’s, ADHD, had a mixed expressive/receptive language disorder, an anxiety disorder and had other developmental disabilities with a delay of two years. People were horrified that I was elated that my daughter was given the labels. Why? Because now I know what I’m working with. Not being one to bury my head in the sand and pretend that my daughter was normal or typical, I went straight to work. I decided that it was important to follow my daughter’s development so I attained my ECE certification and later my S.E.A. Certification, my POPARD/Autism training, worked at POPARD for a while, and much, much more. I wanted to get on top of things so my daughter could cope better with life, with people and learn how to self-regulate herself. As a parent, I’m not saying you have to do the same. But I’m suggesting that you read. Read a lot! NO ONE knows your child better than the parents. With this in mind, you stand a very good chance of helping your child to be successful in school, home and later in life.

The most frustrating thing I come across, is meeting parents who pretend that nothing is wrong with their little Johnny. When clearly? Its farther from the truth. Parents need to understand that by “making” their child “normal,” they are creating incredible stress, anxiety, and pain for their child. Is this thinking selfish on behalf of the parent(s)? Perhaps. I will use my own experiences as an example of what success looks like. I literally have books filled with written notes that I have made over the last 19 years. I wrote down every single thing I found odd, wrote down all the self-inflicted behaviours my daughter did and more. Making a very long story short, all the documentation and labels helped me to better serve Michaela. I had access to all the services and professionals she needed. I realized that she’s Autistic. Not stupid. She just see’s and perceives her world differently. She just wants to be accepted and included in life. She came out of high school with a 13 year completion certification only. She later enrolled in a University program for individuals with cognitive/neurological/physical disabilities. There, they taught her life-skills and gave her work experience and more. She is now at a grade 8 math level, attained her Food Safe certification unmodified, has her WHIMIS certification unmodified, attained her First Aid certification unmodified and she starts her Culinary Arts University program tomorrow. UNMODIFIED. Because she has labels, she is eligible to apply for grants to pay for her education, books, and more. I or Michaela have not had to pay a dime.

How does one define success? Does the Autistic individual HAVE TO BE a doctor? A lawyer? A surgeon? Not in my opinion. As long as my daughter can tell the time, read, do basic math, know how to use a calculator, knows street smarts, and knows how to ask for help and more? When she finishes her training in the Culinary Arts Program and if she passes? She will be a certified professional cook. In the end, she will be INDEPENDENT. To me, that is SUCCESS. But I will not lie, it is hard work. You have to constantly be the one hollering the loudest in order to get people to actually hear you. It can be frustrating.

So my fellow colleagues and parents. DOCUMENT, DOCUMENT, DOCUMENT. Focus on the small goals at first and don’t give up on the big ones. Follow your child/students lead and give them time. Work on your childs/student’s self-esteem and confidence. Tell them that it won’t be easy but it will be worth it in the end. My daughter’s self-esteem and confidence has exploded in the last two years. She no longer let’s others demean her. She understands her own power and strengths and is working it. Just because she thinks and see’s life differently, it doesn’t mean that it’s wrong! Presently, my daughter has a new mantra: “WHO SAYS I WANT OR HAVE TO FIT IN????” When someone gives her attitude and says to her “what’s the matter with you, are you stupid?” She now hammers them back with a mini educational class about Autism and what Autistic people are like. I have literally witnessed her making people look and feel two inches high after she’s done with them. There is nothing more rewarding as a parent, teacher or E.A., to see the struggle and later success for a person with an intellectual or developmental disability. It’s to be admired really when you think all the opposition they have had to face only in the end, not to let it control or beat them down. Once they realize that they have rights in this world and that they should never abuse it, they can do wonders. I have personally seen Autistic people come up with the damndest solutions towards creative projects and challenges. Just look at what Temple Grandin has achieved. My daughter idolizes her.

But parents. Don’t look at documenting as a negative. In the end, you will see the success but you do have to be proactive. And patient. Always and never give up. Approach your child holistically- become a walking encyclopedia on their challenges and think of them, put yourself in their shoes. Focus on their talents. Be creative in their learning. Your child should be celebrating their uniqueness and successes later in life.

P.S. I realize that everyone’s situation is different.  Go with what you know!

August 20, 2016

Autism: Communication Books

Comm PgDoes your child’s resource room send home a communication book? If not, they should. It is the parents right to know what’s going on during their child’s day. If a teacher has any reservations about doing so, I would go to administration (principal, vice-principal) and request that one be sent home. It is your right. Depending on how the resource program is structured, it is vital that communication is present. Parents who are true advocates and who are working as part of their child’s professional team in their child’s education? Will most likely see huge benefits and positive results. Remember, these changes take time for Autistic individuals but they can happen. Routine, consistency is the key. I have more than not, witnessed one way communication where the S.E.A’s and teachers are the only one writing in the communication book to home, but the parent(s) do not reciprocate. Parents!! It is vital that we know of any important details of your child’s day at home in order to make the school experience successful. The purpose of this communication book is not to trap parents negatively. Many parents are always worried that we are looking for signs of abuse. It couldn’t be farther from the truth! Any trained S.E.A/Resource Teacher in Autism, understand the possible negative behaviours that occur at home. We understand what a melt-down is, how smart these kids can be at manipulating (they are kids after all!), what sensory over-load is, and so on. I want you to know that we understand what your family is going through. I’ve seen parents divorcing and families being broken up over their Autistic children. I want parents to know that most of us, are here for you. Parents do not have to write a diary entry every day (unless you want to!!)

The things that S.E.A’s/Teacher’s need to know is as follows:

  1. How did the night before school go? Any sleep issues? Run out of meds? Did they not eat dinner? Any sensory or new sensory issues? Did the homework not get done for any particular reason? Any behaviour concerns? And so on.
  2. The morning of school – Did they not eat breakfast? Are they tired? In a bad mood? Perseverating on something in particular that happened at home or school? If the student is a female? Did they get their period? It is wonderful for us to know the week before they are due for their period so we can prepare for the PMS symptoms so we can reduce any stress for the student. How much homework if sent home got done? What needs further work on? And so on.
  3. And in return, S.E.A’/Teachers will write back home:
  1. Any special events that occurred at school
  2. What their child worked on at school (academics, life-skills, work experience, etc.)
  3. If their child’s behaviour was triggered by something in particular
  4. Any medical/safety issues
  5. And so on.

Unless the program is unique, I would be highly suspicious if a teacher never created any communication books to be sent to and from home. I once worked for a teacher who purposely did not create any communication books. Because all she did all day is talk with the staff and surf the web on her laptop/phone. THEY NEVER DID ANYTHING IN THE RESOURCE ROOM! My daughter’s high school teacher refused to create them too. I was outraged and raised holy hell over it. A TRULY CHILD-CENTRED PROGRAM, will ensure that all the students and the program itself is flowing and is HOLISTIC.

Enclosed is an example of what communication page looks like. Anyone is free to copy and print it!




August 17, 2016

Some Things are Just Not Meant To Be.

Filed under: Aspberger Syndrome, Autism, Special Needs, Uncategorized — C'hele @ 14:29

Well. So much for going to University.  I went to two Universities to enquire about getting my degree as a Special Education Teacher.  The unfortunate part is, there is no such thing as a Special Ed. degree by itself.  I must Major in an academic and Minor in something else.  4 years.  Then I have to do an additional 2 years in special education.  That makes 6 years of school.  Not possible for me.  I asked the Academic Advisor “why” is there not a separate program for those who wish to teach Special Ed. only?

WHY must I have to a learn high school academic when I know I wont teach it?  In special education, the focus is always on “Functional Academics and life-skills.” And yet, teachers who have not done their special education training but teach in a Resource Room, have NO IDEA what Functional Academics is???? After stating my opinions, the academic advisor shook his head and said to me “Michelle, I don’t know why they don’t have a course like this- it is definitely needed.  But its all about the money.”

Disgusted, I walked out.  If only people with disabilities and their families who truly comprehend the negativity of this sad fact rise up and advocate for their kids human rights.  If parents really knew what goes on in many of these classes, they would be outraged.  It’s a rare thing to work for and be in a class with a trained teacher in special education.  I for one am tired of working with teachers who in frustration end up in tears due to a lack of knowledge and expect me to pick up the pieces.

Money over quality education.  Money over these students confidence and self-esteem.

It’s disgusting.


August 15, 2016

Autism: After High School

Filed under: Aspberger Syndrome, Autism, Special Needs — C'hele @ 08:48

I apologize to my readers for being so disengaged from my writing. I had to. I’ve been so exhausted the last few years. As any parent of a child with a neurological disability knows, our kids will either make, or break us. I am happy to report that I am alive and well *chuckle*. So far. My daughter Michaela is now twenty-one. She successfully graduated from high school and even volunteered to do a thirteenth year (totally optional) to pick up important courses to help her when she goes to University/College. It’s been a long time since I wrote, so let me review my daughter’s labels: she has Asperger’s Syndrome, ADHD, a mixed receptive-expressive language disorder, an anxiety disorder and “other developmental disabilities.”

She left school with a reading level of grade seven. Her math level was at a grade six level. She never did learn any science or much of any other academic. She excelled in art, graphic arts, and physical education. At home, she excelled in Equestrian riding (for eleven years I might add). She also participated in an inclusive art exhibition here in Vancouver too. After high school she had to wait approximately a year to enroll in a special program at a University near us, aimed at teaching anyone with a cognitive/physical disability who wished or is able to learn, life skills how to find & keep jobs and complete four different work experience programs. She excelled and blossomed in this program. Here she saw the professor treat all students like human beings. The professor took her time with each student to make sure they always had a say when it came to “what they want to be when they grow up.” And so on.

Last May, this university was fighting to keep this program alive. This program was in three different universities until they were closed down in two universities but kept alive in one. The professor upon her request, asked for a meeting to convince the universities administration to keep and open more special needs programs. She was allowed to speak to the board of the University at one of their monthly meetings. She asked my daughter to speak along with her. Michaela has always melted down whenever she had to speak in front of a group. This time she shocked me: excited, she said YES. I had always taught her how important it is to teach others about disabilities, especially autism. TO BE PROACTIVE!   She was listening! Where once she cowered in fear whenever any adult or child bullied her. If she had to speak out for herself (which she didn’t), it took me years to educate her how valuable she and other autistic individuals really are to others and the world. That she is NOT stupid, she just views and perceives her world differently! Michaela understands now, how really important education is- not just for her, but for everyone else around her.

So the professor had only ten minutes to present. Caela had five. I was asked to come along in case Michaela experienced any difficulties or severe anxieties. What I witnessed……made me want to stand up in front of that crowd and say, “Do you see? Do you see?? What the right education can do positively for a person who has challenges!!??” Michaela stood up and said her piece in front of the mayor of the city, the Member of Parliament of the city, the President of the University along with his two vice-presidents and thirty other important people. Michaela’s last statement was this:

“You must. You must……protect and develop this program for people with intellectual and physical disabilities!! ESPECIALLY for Autistics. You know why? YOU’RE GOING TO HAVE TO DEAL WITH US EVENTUALLY, BECAUSE WE’RE NOT GOING AWAY!”

Michaela nailed it. Everyone was shocked at her advocacy. They were suprised that she wanted to continue learning- upgrade some of her academics and eventually enroll in the Culinary Arts Program to become a Chef/Cook. She had impressed the MP of the city so much so, that he came right up to her and shook her hand, telling her how impressed he was with her speech. She received many congratulations that afternoon. Michaela’s last work experience was at the University itself in the Culinary Arts Program. This is not the norm in the program- all students are mostly “sent out” of the University to complete their four-week work experience.

Michaela shocked everyone within the Culinary Arts Program. The chef/teacher was highly impressed with her knowledge & confidence of the kitchen. When my daughter asked him as to how she was doing, he was abrupt: he told her he wants her in his program. He told her that he is impressed of her guiding others in the class whenever any of them needed any help. In the last week of her work experience training in the kitchen, Chef had asked my daughter to make something for him- anything. Caela took the request as a challenge and came home on a mission. She wanted to make something they’ve never had. Finnish food. So she came home went through my Finnish cookbook and decided to make bread. Not just any bread, but a sweet, coffee bread. We call it “Pulla.” So she went to school the next day and made four loaves. One for the students in the class, one for their little café to sell, one for the chef and one for home. Michaela tells me that the class had eaten the whole loaf within minutes. All the bread in the café was sold and in essence, her culinary baking project was a hit. Chef then gave Michaela a book on Kitchen Math to study over the summer to prepare for when she gets in the program. A big hint for Caela that she should enroll in the program and not give up. She was elated to be given a hundred dollar textbook for free and a promise that he would work hard to get her in the program. Her disability be damned. We were thrilled!!

She was in the kitchen doing her work experience at almost the same time she was invited to make her speech to the universities administration. After she gave her kick-ass speech, she coyly told her audience that she along with the other students in the kitchen prepared the Asian Indian lunch that day for them. She then said “please enjoy the naan bread that I cooked!” This was a huge surprise to them and to the esteemed South Asian exchange student who after her speech, told her he was more than looking forward to it!! Everyone just looked at each other surprised. I couldn’t help but shake my head in disappointment for their lack of knowledge regarding Autistic people.

It was the proudest day of my life.

My autistic daughter is fighting for her successes in life despite the odds and challenges. Temple Grandin has always been an inspiration for her and Caela wants to take up Temples fight to educate others and to be pro-active. We are just beginning. Just two days ago, Michaela and I visited the university to enquire about funding options and to get that in motion. The woman at the desk told Michaela she had “good news”. Michaela was formally accepted into the Culinary Arts Program and is now on the class list!!! We were told that Michaela would most likely go on the list next year! My daughter was extremely pleased but I was ecstatic! I kinda made a bit of a scene actually. At least the receptionist thought I was funny!

Parents. If you have a HFA, PDD/NOS, or Asperger’s child, do not THINK FOR A MOMENT that your child cannot make it. You know your child the very best- their strengths, weaknesses, and challenges. You most likely know their hopes, fears and dreams. This may not manifest fully until they are 15+. But work on this, shape it. Their passions and strengths may be the only thing that make them successful in life in order to avoid a life of poverty, struggle or homelessness. I knew my daughter had a talent in horses at eight years of age. I sat back, worked on her self-esteem and confidence and just observed. She was still young yet. She struggled throughout elementary/high school, trying to make sense of it all with teachers who “were gonna make them NOT autistic” or just simply just sat around with them in class doing virtually nothing. Like what the hell, “they’ll never amount to anything in life anyways!” (My daughter overheard this statement in class once).

Tell your students, your children not to give up. Ever. Teach them how to fight appropriately. They are not stupid. They are simply striving to make sense of the world, where people are constantly re-defining the meaning of what’s NORMAL. There is no normal, only uniqueness. Tell them to advocate to their teachers and to others respectfully when they are having social or difficulties. Let them know they have a voice- and to NOT be ashamed when they have to listen to their inner voice, to ask for advice, to use judgement and logic when making decisions. These children come to us to teach us lessons. To help others. To help us along our journey in life and to embrace compassion and empathy for others who struggle as well.

They DO NOT come to us to make us feel that there is something wrong with us. We are not responsible for bringing into the world a defective child with Autism!!! The responsible thing to do, is to embrace and to look forward to the hidden lessons these children came to teach us. What have you learned whilst raising a child with special needs? Are you a better or worse parent since your child came into the world? I tell my daughter all the time: “your soul picked me. Not the other way around.” I have not been cursed bringing a child like this into the world. It is tough. Stressful. Isolating, but it has also been incredibly rewarding.

But I’ve learned to be tough. Mentally and physically. I have more compassion and empathy for others. I have developed more patience and understanding. I have learned to use my voice. I have learned to develop tolerance towards self-centred, arrogant people. I have learned to be more authentic and more.

And it shows. I have given up a very good career as a dental assistant to become a trained ECE Educator and Special Ed. Assistant in autism. I have learned to turn the other check in this incredibly thankless & incredible stressful career because I fall in love with the soul of every child/student that I work with. I love it when their eyes light up when they have just finally figured out how to respond to a social difficulty or trusts me when sometimes I say, “just memorize it” the answer will come later, or when a problem is solved for them after years of trying to figure it out, or when they find their own confidence because they know that I believe in them and have their back. And so much more. Almost every day I go home with a smile on my face due to some minor or major success seen, or unseen by them but observed by me, telling me I did my job well. Administration be damned. I don’t want to talk about them, the very thought of them upsets me.

My daughter and I have succeeded through many obstacles and barriers. And it’s only the beginning.

It is time that Autistic people find their place in the world. Apples and bananas. We’re all in the end, in the same basket!


January 20, 2016

To Pray or Not Pray

Filed under: Uncategorized — C'hele @ 13:23

Some people feel like they have to pray to the Divine.

All I have to do is step outside my door into nature-

And listen to Her.

January 19, 2016

The Meeting~ In 200 words

Filed under: Uncategorized — C'hele @ 13:22

Suspiciously, the grey haze glided across the lake with some unknown mission. With ease, it slid up the mountain breaking up into many large fragments. Here and there, it lingered across the mountain side, chilling everything in its path. Puttering about the yard, the grey haze suddenly veiled me with a cold, fragrant mist of purity. Standing upright, I raise my arm and slowly wave my hand. Up and down my hand did flow, caressing the floating liquid that shrouded me. I observe the fine, minutely glittering particles as they stingingly kissed me with moistness. Closing my eyes, I allow the vapour to soundlessly lick my face leaving me with scarlet love-bites. Looking up, no egg shell blue sky could be seen. Then, observing more closely, I watch millions of miniscule water droplets frenzily dance with each other in the air, existing for the moment. The grey mist grew evermore darker, evermore dense. Soaked, my grounded feet start to trod back towards the house. Ascending the stairs towards the porch, I turn to take one last look behind me at the thick, now dense cloud cloaking the land. Cold, wet and flushed, I silently give Thanks for the spiritual intercourse.

July 29, 2015

In Exactly 231 Words!

Filed under: Uncategorized — C'hele @ 06:33

She observed how beautifully her diamond ring glittered and shone in the rose ambient lit room. The room itself was beautiful. The wood utilized within the room proved grounding as it blended with smooth, glistening stone work. It’s like dining in the forest she thought. Delicate lace adorned opened windows, and they trembled as the breeze gently entered, kissing everyone within with a smooth touch. The sounds of a soft harp could be heard, faintly bussing the ears with grace. Looking at the handsome man sitting across from her she could not help wonder….is the silence a blessing in disguise so as to not mar the beauty surrounding her? Dressed elegantly, he was not. Not like her. Awkward looking book ends they appeared. Forlornly, she ate the savory dish before her and not a word was spoken as they ate. Dessert, then coffee, still not a sound was heard or spoken. How could there be so much beauty surrounding her and yet avoid her as she sat in this beautiful room? The room was humming softly of voices in various notes yet no intelligent, melodic words were spoken at her table. Searing pain, emanated from her soul. Unexpectedly, the energy of beauty exposed the stale, ashen colour of death that sat with her at the table. Beauty in all of its tender kindness, kissed her passionately that only Spirit can gift.

July 6, 2015

Poetry ~ A Soft Evening

Filed under: Uncategorized — C'hele @ 16:48

Trees speak softly
As they frolic gently with the wind
The deep tones of chimes call out
Wanting to perform along with nature

The moon above is playing hide and seek
But the evening clouds don’t care
A warm, late evening breeze caresses
Kissing a cheek in passing

Not a twinkling star can be seen
Nor a creature stirs or crawls
It is quiet save for the whispering trees
The earth for now gratefully meditates in silence.

July 1, 2015

Autism and the Vaccine Link, My Opinion

I think most of us know that autism is caused by a gene that is passed from father to child. It is not uncommon for mom to carry this gene as well, though it’s rare. What bothers me is that people seem to think that autism is solely caused by vaccinations. I don’t believe this to be true. From all my readings and my eleven years of working for these individuals, the autism gene needs to be “awakened” and this is where vaccines come in. It also can be awakened though environmental factors too. We all know that vaccines are detrimental to a person’s health. Vaccines filled with aluminum salts, formaldehyde and mercury. They use these toxic substances because these substances remain permanently in the body. So, what better way to make the vaccine formulas stay in the body?

Unfortunately, vaccines cause all sorts health problems (immune system problems etc.). As much as it protects a body from particular deadly viruses, it’s never a guarantee either. My daughter was not vaccinated till FIVE years old. And I had to do it. She only had one dosage to shut people up (like school nurses) and she never got any more throughout her school life because I don’t like them. Caela was diagnosed at FOUR years of age at Sunnyhill Hospital. Her autism was triggered through what I’m sure was stress and anoxia damage during birth. She came out a blue colour. I had an extremely difficult labour with her- so bad, that they could not perform an epidural because my muscles were too tight and the anesthesiologist could not get the needle though the vertebrae. Michaela was born suddenly when she didn’t want to come out. It was crazy.

I read an article about a study Japan did some years back. They told parents not to vaccinate their babies/children until they were ready for school (five years old). They saw the rate of autistic children being born drop. Hmmmmm?

I read that a baby’s immune system is not FULLY DEVELOPED until three months of age. It was not mandatory when my daughter was born but I believe that babies now as early as one to two months receive their first vaccination shot. It might be different in different areas. I asked my doctor, “Do babies have a different, lesser amount given to them compared to adults? NO, I was told.

So what the hell? Babies who possibly carry the autism gene receiving adult dosages of lethal vaccinations before their immune system is fully developed?

Common sense to me. Temple Grandin talks in her book “Thinking in Pictures, My Life with autism” that, “Research during the last ten years confirms that autism, PDD, and Asperger’s all have a strong genetic basis. Craig Newschaffe, Johns Hopkins School of Medicine, estimates that 60-90% of autism cases are genetic.” Temple goes on to mention “Researchers also confirm previous studies that show that relatives of people with autism will often have many milder autistic-like symptoms.”

My daughter’s father used to tell me, “It’s all in your head! There is nothing wrong with her! She’s just like me!!!!!”

After much nagging from me for him to get tested, he finally did so after many years of fighting. He came out with a diagnosis of high functioning autism, ADHD and Dyslexia. I have met many women throughout my career who talk about their husbands being difficult regarding their children being diagnosed with autism. Then they started seeing the quirky behaviour and the like in their husbands.

There is no doubt in my mind that all these things I’ve mentioned above, play a part in creating an autistic child. God Love them.

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