School Refusal Behavior in High Functioning Autism Students

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I’ve gone to home visit this morning.  The mother is worried that her 13 year old son with High Functioning Autism/Asperger who refused to go to school in the past two months, may not be willing to talk about his school problems.  Actually, her son is very transparent, perceptive and expressive that he tells me how he likes learning and sees school as an important place to learn things.  He is admirable.  He simply doesn’t know why he gets anxious and feels stomachache before he goes to school.  In retrospect, he had that experience when he was in senior primary school.  I am optimistic that he will develop some skills and personal resources to overcome his anxious experience about going to school.  The ultimate goal should be how to manage anxious experience, enjoy learning and develop adaptive skills through school life.  

Communication matters

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For the sake of family unity, we try to communicate our expectation and needs. The endpoint is understanding differences and reaching a resolution most acceptable to all.  If, as family member, we don’t pay our effort to communicate and negotiate, how can we come to a win-win situation in the family?  I think this is family education important to share with young people on the high functioning autism spectrum.  

Altar Boy Inspiring me…..

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During today’s Sunday mass, I was inspired by the Altar boy who was identified as Asperger’s since early childhood.  
This boy used to sit near me when he attended Sunday mass, fidgeting quite a bit, giggling every now and then.  Today, he acted as an Altar boy, attentively attending the mass and keeping his closed palm on his front chest through the Eucharist liturgy. 
I could feel God’s presence through him.   What touches me is the observation that the altar boy acted solemnly.  While we know it well that most people with autism don’t connect well with other people, I find him connecting well with God.  

Regarding the difficulties I find in daily life, I should offer these difficulties to God and become a medium of God’s love. Just like the altar boy. 

It’s Me

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ABLES

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ABLES 指Ability-based Learning and Excellence Search 即以才能為本發掘個别優勢的學習之旅。我們為一羣社交上遇上一些挑戰的年青人而設計的十節課程，他們有其獨特的才能和志趣，這個課程就是為加深了解他們每一個人，欣賞每一個的特㸃和強項。

過去一個星期，為了籌劃ABLES，籌備小組開會、草擬教案、設計工作紙、修訂内容、分工合作、整理結果……一歩一步試圖建構彼此内心溝通的橋樑。

縱然完全没有把握做好ABLES使参與的青年們得益，但也要歇盡所能去做，因為面對這羣天主寵愛的青年，我們有如服侍主基督，直到身心能量都耗盡，我靈才能止息，我心才囬復平靜。

High Functioning Autism: What’s in need?

  

亞斯伯格與拒學症

 
碰到拒學症個案當然不會低估其難度，尤其是經已兩三年拒學的亜斯伯格學生更是棘手。若該生是讀高中的話，我必建議他們先作情绪問题評估，進而做職業志趣及能力測試，藉此訂定選科擇業的方向，其後便可部署切合個人發展的時間表和路缐圖了。最重要的一步莫過於定立有規律的生活，依時起居飲食才有希望把生活重納正軌。而得到家庭成員參與團隊協作，機乎是個案成敗的一個關鍵。校方配合也很重要。

想到我其中一個初三學生因不肯冲凉與父親口角，翌日不肯上學，真令我擔心不已。希望那學生不會繼續出現拒學行為，否则後果不堪設想。 

亞斯(Asperger)父親不易為！

開學期近在眉睫，亞斯伯格或稱亞氏保加的學生要經歷一些轉變，由「放假模式」轉為「校園上課模式」，或多或少都有㸃適應壓力，對一些亞斯(台灣人對亞斯伯格的簡稱)父親帶來的壓力則比較少人關注。
不少亞斯父親對子女的發展尤其「上心」，雖然他們面部表情或語言溝通方面較難表達內心感受，但有觀察力、邏輯推理能力、「先天下之憂而憂」的洞悉力、坦率直言的性格及忠誠愛家等特質，亞斯父親對子女新一學年可能充滿期盼，與此同時亦夾雜了一些難以言喻的心理壓力。
就今天我遇到的兩位亞斯父親，我感到他們既需要別人的諒解，也同時需要一些指引，以幫助他們想到更多鼓舞子女上進的途徑，而非執著一兩種想法限制了子女的發展空間。

如何部署Asperger兒子升讀小一？

媽媽為亞斯伯格兒子升讀小一覺得心情緊張，實屬正常。下午，兩夫婦與我面談了一小時，定出了學期初一些與校方加強協作的策略，例如，爸爸負責向校長提出開會，媽媽負責接觸老師從中瞭解學校支援有特殊學習需要的學生之組織和結構，並在九月內向老師提出一起訂定兒子的個別學習教育計劃之需要。當時間表和發展路線都清晰了，父母即時放心多了，因為他們瞭解到當下需要怎樣部署。其實，處身過渡期任誰都有壓力，更何況應變力比較弱的亞斯(Asperger)學生呢？只要父母瞭解孩子的關鍵困難及校本資源的狀況，便清楚什麼是合乎實際的期望，超乎實際的目標便需尋求其他辦法了。總之，有心就會有出路的。未雨綢繆就是了。

初中生提前入大學？

細蛋(小名)智力頂尖1％自少已慣了在課堂捱悶，多年來他但求『不過不失』。細蛋上了中學更感課程太淺無法投入，『悶得要死』。原來沉悶的學習生活為細蛋帶來莫名的精神壓力，他坦言靠『打機』(電玩)及過程中大講粗囗來減壓。
過去三年，我不斷鼓勵他透過參與世界著名的資優夏令營，從中選取一些特別合符興趣和能力的課程，為其學習熱忱做『保養』。
今學年，細蛋心情特別矛盾。年初為給他一些學術挑戰，我幫他報考了倫敦中學會考數學和物理兩科，結果考獲A和A*。夏令營時他發覺在電腦程式編寫和電機工程方面都相當有興趣，縱然兩科都是高中水平，他都應付得來。他確曾考慮過提早入大學，可是近日他感到安於現狀而無需面對不肯定的未來，比較舒服。
當我與他商討新一個學年的學習計劃時，他説『懶散』渡日算了吧！他擔心提早入大學會失去中學的朋友，加上他以為讀大學會非常忙碌，例如他想像大學每週課堂時間比中學長，天天要溫習比中學忙，因而無時間『電玩』。於是他打算在中學階段繼續『懶散』下去總比面對『未可知』的將來容易！
幸好我從不輕易放過每一個資優生，也很明白資優少年人面對的心情，所以，我一再與細蛋討論面前的挑戰和選擇。今天我劃了一個兩年的時間表給他，用圖表形式讓他清楚何時有什麼高考科目要應付。怎料不消一會，他已越來越投入討論，結果他表白了自己的想望，而報考大學的時間表便清淅可循了。

唉！在香港學制下做個潛能優厚的初中生好不容易。他們的心情，試問有誰共鳴？