Like pretty much everyone, I've been watching the tv show, Parenthood. There was a lot of buzz when the show first started, about Max, the boy with Asperger's. Was he portraying the child realistically (yes)? Were his parents doing a good job of showing what it's like to parent a child like Max (also, generally yes)?
Some more interesting issues have come up, and been less discussed. The extended family's ways of dealing with Max, and their ability to recognize the realities of his needs, have been interesting. In particular, the grandfather's perspective, which tends to be a combination of denial and self-centered irritation at the very idea that he might have to inconvenience himself for the sake of his grandchild, is all too familiar to parents of children with autism spectrum disorders.
Another interesting issue was the appearance of the therapist who was, almost miraculously, able to help Max do things that his parents had not - play games at home, interact with other kids at the playground ... The mother feels inadequate and talks about how easy the therapist makes it all look. The therapist basically chalks it up to not having to be with him all day. I found it irritating. Therapists work long and hard to get the results that they showed in basically no time at all. It doesn't happen immediately! Learning social skills, learning to apply them, and being motivated to try, is time-consuming work. Children learn these things by taking baby steps, not by going to the park one day and having a perfect total experience. I really wish that, when they show that therapy can help, they were more realistic about the work behind it. The way this was shown, it looks like "if the parents had just" ... been more persistent? been smarter? been firmer with Max? known what to do? ... they could have done it easily. Having the reassuring therapist comfort the mother doesn't counter that impression. It just makes it look like therapists will make the inept parents feel better that they didn't do a better job. Autistic behavior is not caused by bad parenting. The fact that therapy helps doesn't mean that the parents are bad parents. Parents, faced with an unusual developmental situation, need guidance from people who understand it. The usual advice, from well-meaning but clueless family members, is useless.
But the issue I was particularly intrigued by was the issue that came up when one of the other couples was concerned about their daughter and sought some support from Max's parents. They had their daughter evaluated (it all happened SO fast!!!), and it turned out that there was "nothing wrong, she's just gifted!" I was hoping there would be some follow up on this, but so far, there hasn't been. There was some awkwardness about "breaking the news" to Max's parents and Max's parents talked about how they kind of hoped that their niece did have some issues so they wouldn't feel so isolated, but two more episodes have aired, and there's been no more conversation. I'm disappointed.
First, this isolation that Max's parents feel, even in the context of this great, close extended family, is an important issue. Parents of kids with special needs often feel like we are living on the outskirts. Our brothers/sisters/parents generally don't really know how to deal with our kids. They keep a bit of a distance. They say stupid/hurtful things. Sometimes they realize it; more often they don't. In our communities, we are similarly isolated. Our kids are "those" kids. When we are lucky, we find each other, and then we talk about IEP's, NOREP's, sped directors, ESY, and all those other things that the rest of the parents don't understand. It's a different language, different everything, from what they other parents talk about. When you have typical and atypical kids, you have a foot in each world, but the isolation part wins. If, in a family that is that close-knit, a couple can feel isolated, imagine what it is like in the broader community, where the other members of "your group" don't have the same kinds of bonds as they do in this family? Isolation, among families with kids with special needs, is very, very real.
The other disappointing thing, for me, about labeling the other child "gifted" and dropping the whole story line is that this seemed like a great opportunity to do some myth-busting. Too many people thing that "special ed" means children are stupid, and "gifted" means children need no special education intervention. In fact, that is not true at all. Studies have shown that gifted kids are more likely, statistically, to have special learning needs (besides the gifted issues) than are "average" kids. Also, many kids with specific learning disabilities and with autism spectrum disorders are also gifted. One does not preclude the other. Some school districts try to force parents to choose between gifted and "special" education for their children. That is an unreasonable and unfair choice. When school districts insist on watering down curriculum in response to students' learning differences, they are not providing an appropriate education. Students need teachers who can teach in ways they learn, not teachers who simply stop teaching because it's too hard. That's wrong. It cheats the students out of the education to which they are entitled, and it wrongly tells students that they can't learn things which they are capable of learning, but which they need to learn in ways that are different from the ways that other students learn.
Teachers need to be more flexible in how they teach. We keep trying to teach our autistic kids to be flexible thinkers. Well, we need to teach our teachers to be flexible teachers. If more of our teachers could think more creatively about how they teach, and how their students think, it would benefit ALL their students, not only their special education students. If that were something that was a routine part of teaching education, perhaps the concept of what is "good regular teaching" would expand, and more teachers would have the skills to teach a wider range of students. Perhaps fewer students would be considered to be in need of "special education services" because "specially designed instruction" wouldn't be as necessary - many of them would be part of typical instruction.
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