Will they, or won’t they? Should they, or shouldn’t they?

Lots of opinions back and forth over the New York Times article on the proposed changes to the DSM-V.  Ari Ne’eman, founder of the Autistic Self-Advocacy Network thinks this could be helpful in terms of getting more services, parents of children with a diagnosis of Asperger Syndrome fear the loss of identity for their children.  The Diagnostic and Statistical Manual of Mental Disorders  is being revised, with the updated version due out in 2012, and current discussions suggest that Asperger Syndrome will be eliminated as a diagnosis—but will be under the autism spectrum disorder umbrella.  As one Aspie said, “That’s dumb.  How will you know what type of autism someone has if you get rid of that label?”    Given that some researchers talk about “autisms”, with different genetic links, it might be helpful to wait for the results of more research.  Simon Baron-Cohen, director of the Autism Research Center at Cambridge University, thinks it’s premature to remove the diagnosis.

Does having a separate category for Asperger Syndrome divide the autism community?  Some mental health agencies state flatly that they do not provide services for people with AS—mistakenly thinking that the intellectual level means the disorder is not debilitating enough.  Would the autism community be able to advocate more effectively if there were fewer divisions? Maybe schools wouldn’t be able to refuse services to someone with an autism spectrum disorder, as can happen with AS.

Interesting discussion by individuals on the spectrum and diagnosed with AS at Wrong Planet, too.

What do YOU think?  Let the American Psychiatric Association know!

IEP Cheat Sheet, Quick & Dirty*

*Caution:  I’m not a professional parent, although I play one in real life.

Whether you’ve been to a few Individualized Education Plan meetings, or you’re getting ready for your first, below are my top-ten quick-pick favs for IEP meetings:

1.  Organize your paperwork chronologically and bring it.  Check ASNC’s world-famous autism bookstore for From Emotions to Advocacy by Pam and Pete Wright.  If you can’t get it together, the most important papers to bring are the current IEP and most recent evaluations.

2.  If there are members on the IEP team who’ve not yet met your child, bring a Positive Student Profile and pic with enough copies to hand out.

3.  Have your Parents’/Student’s’ Concerns and Parents’/Student’s Vision for the future already typed with copies for the team.  Always have concerns and a vision! (This needn’t be elaborate.)

4.  Pay attention to and participate in the wording of the Present level of academic and functional performance section, because this leads to the annual goal.

5.  Annual goals are based on Present level of performance.  Goals can be academic, functional, or social in order to access the general curriculum/standard course of study.  Goals must be measurable.

6.  Develop good communication skills (“Let me make sure I understand you correctly”…[And then repeat back what they said]).

7.  Learn to watch the members’ body language and check you own (this is also a communication skill).

8.  Dress for a “business casual” meeting.

9.  Bring refreshments (It doesn’t have to be catered).

10.  You’re a valid, essential member of the IEP team.  You have something to bring to the party (not just treats)!  Nobody knows your child as well as you; give the team members the great opportunity to know your child better.

Now go get ‘em, you positive team player, you!