Thelma Atha, M.Ed, CAS; Director of Counseling Department & Learning Support Specialist at Lincoln International Academy in Managua, Nicaragua; Private practice in Managua, Nicaragua focused on Sensory Integration Therapy, TEACCH, and Behavior Modification Therapy.

Country: Managua, Nicaragua

School/ Organizations/Center: Lincoln International Academy, Managua, Nicaragua

1) How has earning the Certified Autism Specialist been meaningful and satisfying?

I began learning about ASD 9 years ago when I suspected my youngest son may be autistic.  Six months later, in Californian, he was diagnosed with autism and I was told he might not ever become verbal.  A year and a half after Raphael’s diagnosis, my husband´s work in the U.S. Navy took us to El Salvador. While in El Salvador I began formal studies on autism, SP, and ABA in order to better help my son.  Shortly after, I began to get invited to schools to talk about ASD and families began contacting me.    Suddenly, I found myself becoming an advocate for children with ASD. After much hard work, I am happy to report that, today, my son is verbal and high functioning. We face challenges every single day, but I am blessed to have had the opportunity to become a Certified Autism Specialist and to learn different ways to help my son and other children with ASD and their families.  In 2013, we moved to Managua, Nicaragua and in 2015 I earned my designation as a CAS. It has been truly meaningful to me as I can now better help children with ASD. Living in a third world country, where people are just beginning to learn about ASD, means a lack of sufficient resources.  There are very few service providers for children with ASD, so my experience and the training I received while becoming a CAS is very important as we work to fill the gaps in services and assistance for people with ASD in this region of the world.

2) How has the CAS credential affected your professional growth?

The CAS credential has very positively impacted my professional growth! Having these credentials enhances the credibility of all my efforts to advocate for people with ASD and improves the services I provide for students, clients and parents. Also, being a parent of a child with ASD, gives me additional sensitivity and awareness on a professional and personal level which helps build better cooperation with those I work with.   This certification has made me grow in many other ways. My work as Director of Counseling and Learning Support Specialist for Lincoln International Academy and the work I do to support students from other schools, provide private therapies, and help support people and families with ASD has benefited greatly from all I learned while earning my CAS designation.

In 2015, I had the opportunity to give a TEDx talk on Autism, highlighting my personal experiences as a mother and my professional experiences as an advocate for people with ASD. One of the things I mentioned in my TEDx was my CAS designation. My TEDx talk has spread beyond borders. Since then, families and organizations from many countries have contacted me. I truly believe that CAS has given me much more credibility as a professional which in turn makes my work as an advocate for people with ASD much more effective. (TEDx link: https://www.youtube.com/watch?v=8IZs3wN4x_0)

3) How has your CAS credential been a benefit to your employer?

It has been a huge benefit for my employer. We have started a well-structured inclusion program to place students with ASD in the regular classroom to the maximum extent possible and continue to work to increase our capabilities to serve the members of our community with ASD.  Parents of children with ASD now seek admissions at Lincoln International Academy because they are confident they will be in a place where there is someone that truly understands their children’s needs.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?

I know first hand how difficult it can be to get support, access to therapies, and better educational opportunities for children with ASD, so assisting parents and their children is all the reward I need.  Hearing: “I know you understand,” “thank you for giving our child a chance”, etc., is acknowledgement enough.

5) What is your greatest challenge or roadblock?

I find the biggest challenge is to work with people who do not understand ASD.  That was the main motivation I had in giving my TEDx talk, educating as many people as possible about the challenges faced by individuals with ASD and their families.

6) What makes you feel like a valuable contributor?

The fact that I am not only a professional on the field but also a mother of a child with ASD who now has the amazing opportunity to work with other children with ASD is what makes me a valuable contributor.

7) What do you enjoy most about your job?

I enjoy many aspects about my job. Most of al,l I enjoy working with parents and their children, providing the emotional support that they need to be able to stay strong and positive every day while facing the challenges associated with ASD.

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By Elayne Pearson, Special Needs Safety/Preparedness Specialist, CAS

More than one mother recently confided that getting her children ready to enter school with its fees, clothes, and required items was a real financial burden—and those students weren’t even in high school yet.  I recalled those same September concerns years ago, knowing taxes were also due in November, and Christmas was just around the corner.  With four amazing daughters, including Heidi (our beautiful daughter with Down syndrome and late-onset autism) my husband Rod and I felt so blessed, but our budget and stress levels were very stretched. With Heidi’s special needs for good quality vitamins/food, calming craniosacral therapy appointments each week, and educational toys and more – my motto, “keep it up!” served us well. Today’s parents can live this way, too, with some of our common sense advice.

TIDY UP – One of the best money savers is keeping your home organized so important items don’t accidentally get damaged among the clutter, or lost, resulting in duplicate purchases. Individuals with autism often obsessively hold on to odd things, creating more chaos, so set boundaries.

BUY UP – Buy in bulk and when items go on sale, but if it’s packaged food, watch for an almost-expired date. You don’t want a bunch of peanut butter jars in the pantry that are going to go bad before you can eat them.

CLEAN UP –  After you use a tool such as a saw, or an appliance like a blender, clean it well and store it away from moisture, etc. and they should serve you for several years.

COOK UP –  Sure, it saves money, but if you’re not itching to “cook from scratch” please realize it’s much healthier for people with special needs, like our Heidi, who are often pretty allergy prone. Home cooking usually has much less chemical additives for color, flavor and preservatives, so it’s a true win/win.

BREW UP – Some folks use their tea bag twice to stretch their dime, so doubling up is another tip. I’ve discovered the healing effect of herbal teas, and really enjoy a nice mug of peppermint tea to pick me up, or licorice root tea to calm me down. Licorice root (not the red candy, but in capsule/tea form) is a natural adrenal support (our anxiety mechanism) and I believe this supplement helped reduce Heidi’s extreme anxiety.

CUT UP – Don’t be seduced by credit card offers on TV or mail. Consider “plastic surgery” on extra cards you already have—they actually make a great guitar pic.

ADD UP – Rod and I really wanted to give our children the same blessings we experienced of having our mom stay at home—and were willing to live sensibly on one income. When you actually add up the additional expenses of a mother committing to outside employment, it doesn’t usually make sense.

READ UP – Richard Paul Evans, author of The 5 Lessons a Millionaire Taught Me for Women advises couples considering the mother to enter the workforce to honestly add it all up: daycare, wardrobe, travel, and meal expenses. Plus, the second income creates additional taxes to owe—and may put you in a higher tax bracket. Analyze your money matters to determine if you are paying interest with debt, or earning it with savings and investments, etc.

DIVIDE UP – With the unhealthy super-sized portions at most eating establishments, Rod and I often opt to simply share a meal and it’s just right. If we each order, we take home leftovers for lunch the next day. To be healthier we just say no to dessert, soda pop, tobacco, alcohol, and drugs.

DOUBLE UP – Making a double batch of a casserole or other food and freezing one is easy and helps you avoid the temptation to spend money eating out. Just warm it up and dinner’s ready.

BUY UP – With so much waste, why go buy some new item, if something is great but not being used anymore? Thrift store shopping offers unique back-to-school clothing, inexpensive household items, and helpful books.

GROW UP – Maybe you can’t manage a full garden or orchard with your loved one with special needs, but a few large potted plants on the patio, porch, or apartment balcony can harvest some yummy, almost free, organic food.

OFFER UP – Rod and I have always tried to give a little something whenever there was a charity or fund-raiser. Even if your cash flow is at a trickle, you can donate time or volunteer items you do have, like extra paper products or distributing posters, etc. You’ll be blessed for serving.

PULL UP – Going to the movie theater is exciting, but remind your family you can pull up plenty of entertainment on YouTube, etc., on your computer without spending a penny. Consider putting the unused money in a decorated goal jar.

SEW UP –  I’m not saying we should sew denim pants or men’s dress shirts, that’s beyond anyone I know! Yet, sewing is a fun skill for your home, plus mending clothing is a real money saver.

SWAP UP –  Sometimes bartering with a friend or neighbor is a happy arrangement. There was a time I gave free haircuts to my friend’s kids in exchange for her teaching piano lessons to my girls.

WAIT UP – Patiently waiting for clearance sales for future birthday and wedding gifts is great, but before you tuck them away, perhaps label bags and keep them in a reasonable place so they’re not forgotten.

LOOK UP – One of the most important financial patterns we’ve implemented over the years is to study things out and pray over potentially large purchases, such as a new/used car, appliances, or buying/building a home. We seek vital guidance from a loving God above who wants us all to live in peace and not financial bondage when possible. Gratefully, it’s paid off for us, and I hope these ideas help you, too.

Keep it up!

Elayne Pearson, Special Needs Safety/Preparedness Specialist, recently presented at the of the National Autism Society of America Convention.

For speaking invitations, email:hiddentreasuresofhealth@yahoo.com

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Once again, we are at the time of year that brings about so many mixed emotions for professionals in the education field; The beginning of a new school year. The smell of fresh markers, the sight of a completely clean classroom, a desk without piles of paperwork are all soon to be fleeting things as the momentum of the school year kicks things into high gear. For some educators who are taking on new positions or responsibilities this year, there may we waves of apprehension wondering how everything will manage to get done on time. Others who have been in the field for a while may wonder how they can incorporate new ideas into their lesson plans to keep students interested. There are so many different situations going on and everyone is different.

It is in the cold December months that people sit around making resolutions about the next calendar year and things they wish to accomplish. These New Year’s Resolutions are sometimes the only time of year people sit down to analyze their behaviors and make a plan to change things. Since the beginning of the school year is also a new beginning, it is the perfect time to resolve to make some changes for the betterment of yourself and your professional development. Just like resolutions, it is the small steps we take that make the larger change to our lives. Below is a list of examples of resolutions provided by professionals who work in the education field in various ways.

1. Take the time to read one piece of material relevant to the professional development of my classroom or job a month. Things move so quickly in the school year, we can sometime blink and it’s winter break. Making the commitment to actively learn more about techniques to improve your professional skills while still in the classroom is beneficial for two reasons. One reason is you may make a stronger connection to the material while you are seeing things firsthand in your job environment. The second reason is you are able to directly apply the work you are learning about to your life without much of a delay. Try looking up books, articles, blogs, or even look at how a certificate program may benefit your career development. There are lots of different resources out there any your place of work may even provide some if you ask.

2. Set a daily deadline to finish work by that specific time each night. It’s important to unplug and set boundaries separating your work/home life. It is possible to get so involved with paperwork or lesson plans that you work through dinner or stay up so late that work bumps into bedtime. Setting a time to put away the work allows you to relax more and take care of the things you need to take care of in your personal life.

3. Resolve to not be so hard on yourself. Everyone makes mistakes and it is rare for things to be completely “perfect” even when we work really hard on it. It’s important to learn how to take a step back and look at what worked and what didn’t work so we can learn from the experiences. The next time you try, you may end up with completely different results.

4. Resolve to not bring your home life to work. Along the same lines of creating boundaries at home, it is important to create boundaries at work. This applies to both the setting directly working with students such as a classroom or in interacting with your colleagues. There are times and places to address your personal life with work friends, but it should never impact your job performance or work relationships. Try to take a few moments before going into work to breathe deeply and cleanse your mind for the day. It’s not that you are avoiding your personal life, it’s that your job and the people you support need your full attention.

5. Take the time to look ahead at the future. Summertime is often the time when people give serious reconsidering to their employment options and their career paths. However, if we spend the time to think about what do we want out of our careers during the school year there are many more resources we can utilize. Perhaps scheduling a conversation with the head of a department or your professional mentor can help open your eyes to new job opportunities. You will never know what is out there until you begin to look for new opportunities.

6. Understand fully that changes in our students do not happen overnight and there are occasional setbacks. This one is the most important one what talking to my peers in the education field. It can be discouraging when no tangible progress is made for a student, especially when there is a need to document the progress for official records. Change takes time and there are so many factors out of our control as we work to help students become their personal best. There are also occasions when even with the best support, there are regressions in skills or behaviors. Take a second to see if there is something wrong with the support or if there may be another reason for this temporary setback.

You may only have one or two resolutions when you make your own, but they should be tailored to you and what you want to get out of the school year. Look back on what some of the events of the last school year that left an impact on you. Were there some challenges you wish you had handled differently? Was there a professional success you wish to obtain more often? Take the time, before the school year kicks into high speed, to look at where you want to be at the end of school year. Just like we see in our settings, change can happen for anyone if we provide the proper supports. Reach out to your colleagues or superiors to let them know you have some professional goals you want to achieve this year and you may be pleasantly surprised with the support you receive.

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By Anita Lesko, Certified Registered Nurse Anesthetist, Autism Advocate, Author

I am a Certified Registered Nurse Anesthetist for the past 27 years.  I’ve been working full time ever since graduating from Columbia University in 1988 with my Master’s in Nurse Anesthesia. I specialize in anesthesia for neurosurgery, organ transplants, and orthopedic joint replacements. Oh, yes, there’s something else I’d like you to know!  I’m autistic, and I didn’t even know this until I was fifty, yes, 50, when I “accidently” discovered it.  I knew my entire life that I was different and never fit in.  I knew that I had endless social obstacles, and a myriad of sensory issues that baffled me and often interfered with my daily life.  I never had any early intervention of any kind.  Nothing.  My mom was my best friend, my sole support system, and my life coach.  She enabled me to find my inner strength and accomplish all that I have done.  My career literally forced me to interact with people, which was my “therapy!”   I’ve done over 50,000 cases to date, and I’ve had over one million social interactions with operating room staff, patients, and families! I’m also an internationally published military aviation photojournalist, and have flown in military aircraft including an F-15 fighter jet!

I did all my anesthesia training in New York City at Columbia- Presbyterian Medical Center and Roosevelt/St.Luke’s.  For many years I worked in the mid-west at a trauma-transplant-burn center and was on the trauma/transplant team.  I also did anesthesia for burns.  I’m at my current job for over 17 years now, where my specialties include neuroanesthesia and anesthesia for orthopedic joint replacement.  I’m also proficient in spinal and epidural anesthesia, and arterial line placement.

All these 27 years I’ve been looking at the healthcare system through my autistic eyes.  It is a very different perspective from what everyone else sees.  I see all the things that cause me to become stressed out, experience numerous sensory violations, and discourage me from seeking health care for myself.  Unfortunately, this is all too common for others on the autism spectrum.  I hear endless stories from autistic individuals and parents of autistic children of their negative experiences regarding health care.  The main reason?  Lack of understanding of autism by healthcare providers and other staff within the facility.  Additionally, the endless sensory overload while navigating the healthcare system.  There are endless positive things about the healthcare profession, but to an autistic person, their perspective is quite different.  They often feel a lack of understanding from the health care providers.  They get overwhelmed from the sensory overload in waiting areas from bright lights, overcrowding of patients and family members, and loud noise from TV’s and multiple conversations.   By the time the nurse or physician is with them in an exam room, the autistic person is on the verge of a sensory meltdown.  Their ability to process what the doctor is saying is gone.  How can there be a positive outcome for the autistic patient?

While this all seems a daunting list, it is actually quite manageable to develop evidence-based protocols and standards of care.  Keeping up with state-of-the-art autism information is only one part of the process.  Educating healthcare professionals and ancillary staff about autism coupled with how to communicate with them is key to success.  Additionally, making simple accommodations to waiting areas, exam rooms, and actual interaction with the autistic patient will go a long way.

With every 1 in 68 children being diagnosed on the autism spectrum, the population of the autistic community is exploding.  Additionally, there are already millions of autistic adults around the world.  We cannot wait any longer.  This community deserves the best care possible just like everyone else.  I have made it my goal to revolutionize the healthcare profession to provide top rate care to all my autistic population.  By joining in this mission, other healthcare providers can demonstrate their commitment to care for their autistic patients.  They will raise their standards from their competitor’s, and additionally, reduce chances of litigation.

The list for who needs to receive autism training is quite long.  Based on the list from the International Board of Credentialing and Continuing Education Standards, it is as follows, but not limited to:

Licensed Professionals

• Speech Language Pathologists
• Occupational Therapists
• Physicians
• Dentist
• BCBA and ABA Professionals
• Physical Therapists
• Psychologists
• Clinical Social Workers
• Licensed Professional Counselors
• RN Nurses
• Recreational Therapists

Education Professionals

• Special Education Teachers
• Special Education Directors
• School Psychologists
• Behavior Specialists
• School Counselors
• Classroom Teachers
• Principals
• School Nurses
• Administrators
• Clerical and Support Staff
• Paraprofessionals
• Higher Education

This extensive list indicates the vast number of professionals and ancillary staff that come in contact with autistic individuals.  There are even more than what’s listed.

In conclusion, it becomes obvious the great need to provide a standardized protocol of autism training, and also the need for someone like myself, an autistic healthcare professional, to bridge the gap between healthcare and the autistic population.  Everyone deserves the best care possible.

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By Lois Jean Brady, Author of Apps for Autism – www.itherapyllc.com

If you take my glasses away – I can’t read

If you encourage me – I still can’t read

If you give me a verbal model, I know what to say – but I still can’t read

If you give me cues or prompts, I have an idea of what to say – but I still can’t read

If you offer chips and skittles (reinforcers), I still won’t be able to read

If you test me, I will fail and be labeled illiterate or, worse, cognitively delayed

I may referred to resource or special education

If you give me my glasses

I can read!

Same is true for all assistive technology —

Glasses, hearing aids, wheelchairs, and, yes, iPads are essential pieces of equipment that are used to increase, maintain or improve abilities. For individuals on the autism spectrum technology has become essential for communication.  The phrase, “I can finally see how smart he/she is,” has become a common revalation for parents and educators alike. The iPad is not only a means to communicate, but teaches literacy and many crucial academic skills like math and science.

“What we’re finding is that a lot of these people (nonverbal) have a good brain hidden inside, and technology allows them to express themselves… and I think that’s wonderful.”

-Dr. Temple Grandin

Research has shown that using iPads can increase communication, (Kasari, Kaiser, Landa, 2013) academic responding (Hart & Whalon, 2012), behavior  ( Neely,  Rispoli, Camargo, Davis,  Boles), social interactions (Hourcade, Williams, Miller, Huebner, Liang, 2013), and enhance learning opportunities for students with disabilities, (Cumming).

Since its release in April 2010, the iPad has quickly become one of the most effective, motivating, indispensible learning tools ever for those on the autism spectrum — and just about everyone else!  In the past few years, we have seen an explosion in what mobile technology has to offer for the special needs population. Apple has incorporated terrific accessibility features, developers have created a plethora of fantastic apps, and companies are producing accessories to meet the needs of every user. But, the most impressive of all, is the way this technology is opening new possibilities for the special needs population: many users are showing capabilities that defy our expectations. Non-verbal individuals are communicating; some are writing blogs, even books! Students who would not touch a pencil began tracing letters on apps and can now write not only letters and words, but sentences! Others are developing speech, becoming literate, acquiring social skills, and just plain excited to learn. As a matter-of-fact, many are using educational apps as reinforcers: they are essentially working to “work.” The iPad is so appealing, I have not had to open a bag of Skittles or chips in years — these are boring, compared to a new app. It has truly been an exciting few years.

Please keep all assistive devices well within reach of the individuals who rely on technology to communicate and learn.
Hart, J., and Whalon, J., (2012). Education and Training in Autism and Developmental Disabilities Vol. 47, No. 4, Special Conference Issue Research to Practice pp. 438-446Cumming, T., School of Education, University of New South Wales, rm 129 John Goodsell Building, Sydney, New South Wales 2052, Australia

Hourcade, J., Williams, S.,  Miller, E., Huebner, K., Liang, L., (2013). Proceedings of the SIGCHI Conference on Human Factors in Computing Systems Pages 3197-3206,New York, NY, USA

Kasari, C., Kaiser, A., & Landa, R. (2013, November 12). IPads help late-speaking children with autism develop language. Retrieved August 2, 2016, from http://news.vanderbilt.edu/2013/11/ipads-autism-language

Kasari, C, Kaiser, A., & Landa, R. (2009). Developmental and Augmented Intervention for Facilitating Expressive Language. Sponsored by Autism Speaks, Grant 5666.

Murphy, S.A. (2005). An experimental design for the development of adaptive treatment strategies. Statistics in Medicine, 24, 1455-1481.

Neely, L.,  Rispoli, M.,  Camargo, S.,  Davis, H.,  Boles, M., (2012). Texas A&M University, United States Received 2 October 2012, Revised 12 December 2012, Accepted 14 December 2012

Schlosser, R., Wendt, O (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism:  A systematic review. American Journal of Speech-Language Pathology, 17 , 212–230.

The post I Can’t Read Without My Glasses (an analogy) appeared first on Certified Autism Specialist.

In July, I was an attendee of the Autism Society National Conference held in the beautiful city of New Orleans, Louisiana. I am a social worker who specializes in working with the intellectually disabled and autism community. When the opportunity arose for me to not only go to New Orleans, a city I have admired for many years, but also attend a conference I professionally attached too, I became Super Man, “Faster than a speeding bullet! More powerful than a locomotive! Able to leap tall buildings in a single bound”!

Here, I was bright-eyed and bushy-tailed, being exposed to this community of people, who like myself, associate themselves either professionally or personally to world of autism. I was able to network with those individuals who work in behavioral health, such as IBCCES, who established the industry standards for the Certified Autism Specialist and Autism Certificate. These credentials ensure that professionals remain current and up-to-date in the field of autism.

So how does one survive their first conference?

1. Volunteer– Many conferences are expensive, but that doesn’t mean you can’t attend. If you can volunteer for the conference which peaks your interest both professionally and personally, DO IT. It allows one to see the in’s and out’s of how a conference operates, plus volunteering looks good on any resume. However, like attendees, volunteers are responsible for their own accommodations.Organizations such as www.autismsociety.org fill up fast with people who want to volunteer, so sign up as soon as possible.
2. Check surrounding areas for affordable hotels-  Most conferences have a designated hotel. Usually, the hotel offers discounts to those who are attending the conference. Depending on what your pockets are looking like, one may have to venture into other hotels closer to the conference if funding is an issue. This is another item that needs to be researched prior to going to volunteer, especially if  the conference is out-of-state. Use sites such as www.kayak.com or www.hotels.com for exclusive deals.
3. Network, Network, Network- I cannot stress this enough, especially if this a conference where one relates to professionally, or one wants to move up or network toward their next career move. It is important to position one-self with those in the industry. You never know who you will meet, so bring your business cards. Sites like www.vistaprint.com and www.moo.com help quickly create business cards and other advertisements, or check for your local printer in your city or town.
4. Find things to do in the visiting city–  Usually a conference is a few days and between the hours of 9-5. So,what does one do after they have in break out sessions all day? Find something to do. Even better, find activities that you can incorporate networking! I was in New Orleans, so places like Bourbon Street offered many options. It is helpful if one researches things to do before the conference, and discount activity sites can make playing tourist affordable: www.groupon.com and www.livingsocial.com. 
5. After, it’s all said and done, recap the experience, take it all in and sign-up to do another conference.  

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Karen Jaggers, NCC, LPC, CAS

State/Country: Texas/, USA

School/ Organizations: University of Houston, MS/Mental Health Counselling – Capella University, CalSouthern University (PsyD Clinical Psychology candidate)

1) How has earning the Certified Autism Specialist been meaningful and satisfying?
I have been working with individuals on the autism spectrum for over fifteen years.  I have long advocated for a certification in autism that is well rounded and encompasses more than behavior.  Its great that now parents and professionals can search for an autism specialist who has met a strong vetting process.

2) How has the CAS credential affected your professional growth?
I believe adding the CAS credential to my other credentials is important because a large part of the individuals I work with as a psychotherapist are on the spectrum or families of these individuals.  By achieving the CAS designation, new clients can be assured that they are receiving information and advice from a professional with proven experience in autism.

3) How has your CAS credential been a benefit to your district/ organization/ or employer?
My partner Dr. Debra Stokan (child, adolescent and adult psychiatrist) and myself take pride in our many years of experience helping families with autism spectrum disorder.  This designation further assures them that we are striving at all times to remain at the top of our fields in serving the autism community.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?
The reward that I get is seeing my clients become more successful as they work toward improving their social skills, behavior and personal independence skills.

5) What is your greatest challenge or roadblock?
My greatest challenge or roadblock is that there are so many families with autism, and that the numbers continue to explode.  My own son was diagnosed seventeen years ago and it was almost unheard of diagnosis.  Now its one of the more common diagnosis’ in young children today.

6) What makes you feel like a valuable contributor?
Seeing the progress that students have made is my greatest reward.  Its wonderful to be able to help families better understand their children and create plans to allow the individual to meet their greatest potential.

7) What do you enjoy most about your job?
I absolutely love my job.  What I enjoy most is knowing that even in the most difficult of cases I should be able to help this family and individual gain improvements that will affect their quality of life.

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Alison’s background is in web marketing for clients in a wide range of industries, but she most enjoyed her work marketing for clients in healthcare. She received her Bachelor’s from Florida State University in English, and graduated from the University of Florida in April with her MBA. At the University of Florida, Alison concentrated in marketing and was the Community Outreach Chair for the MBA Association, where she organized various charity events and fundraisers. This is what helped her decide that she wanted to start her career with a company that served those with special needs after graduating. Alison recently relocated to the beach in Jacksonville, therefore she spends most of her free running, walking her dogs, or just relaxing.

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Iuliia Sterpinska, Special Needs Teacher

State/Country: Ukraine, Europe

School/ Organizations: Pechersk School International

1) How has earning the Certified Autism Specialist been meaningful and satisfying?
Earning the Certified Autism Specialist opened the door to “another reality” for me whereI feel competent, meaningful and able to deal with any challenges .

2) How has the CAS credential affected your professional growth?
Thanks to the CAS credential I was able to find a job at Chadwick International School in South Korea and changed my position from Teacher Assistant to Special Education Needs Teacher.

3) How has your CAS credential been a benefit to your district/ organization/ or employer?
CAS credential helped me learn how to moderate the programs for the students with autism so they were able to participate effectively in mainstream classroom activities and take part in school social life. To be honest, there are no autism trainings in Ukraine at all. Lots of Ukrainian people don’t know what autism is at all, so I’m the first IBCCES-CAS certified   specialist in my country.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?
To get positive feedback from parents, other teachers and administration.

5) What is your greatest challenge or roadblock?
Because of the absence of trainings in my country it was difficult for me to find good information about working with autistic and other disabled students. The second challenge was that English was my second language so in order to succeed with online training I had to learn lots of new specific terminology. But thank to IBCESS-CAS I succeed with all theses challenges.

6) What makes you feel like a valuable contributor?
My students reached great levels of success regardless of their academic, social and behavior life. The success was so noticeable that lots of teachers from our school came and told me about it. Verbal recognition from peers that acknowledges student growth is very rewarding too.

7) What do you enjoy most about your job?
SEN is my job, my passion and my lifestyle. Every day you come to school and see how successful your students are, how their lives are changing in a good way, knowing you can help even if they are struggling… This is the most enjoyable and satisfying part of my job.

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For many professionals in the educational fields, the countdown to summertime has been going on for months. As the students yearn to be outside the classrooms, so do the educators long for a respite. However, when the classrooms are all packed up sometimes that’s the best opportunity to get some more work done. During the school year, it is difficult if not impossible to keep up to date on the newest books or educational tools while still maintaining the day to day operations. The free time allowed during the summer months can offer valuable time to reflect on the past year, prepare for the upcoming school year, and work on improving their skills working with disability community.

Summertime is the perfect time to learn more about different aspects of the disability in order to be better prepared when the school year arrives in just a few short months. By learning new techniques and strategies in advance there is time to actively prepare for new situations in the upcoming school year. Perhaps there was a situation this past school year that was challenging for your or the students? Were there tools you think could have better helped address a difficulty a student faced? Some teachers at higher levels of education may want to become familiar with transition planning as well.

Although people may think beach reading choices should be light, there are many different book options about various aspects of disability you can read at a leisurely pace. There are many autobiographies of people with various disabilities available at most book stores or online. By learning about disabilities straight from the people who have lived these lives, it is supporting their messages and learning what supports work directly from those who have benefited from supports. There are also books written by educators for educator about universal design for learning or other teaching styles. The premised behind universal design for learning is to teach students in different ways depending on how they learn best. As an educator, you have probably seen the supports used to help students with disabilities also be effectively used by students without disabilities.

In this interconnected age, many people have turned to blogs to discuss their triumphs and tribulations. There are blogs run by parents, educators, professionals, and self advocates who all discuss similar issues with different perspectives. Some of these blog entries are hosted on websites to make navigating between topics or authors easy to do. Once you begin looking up blogs, often you will find similar ones endorsed by the writer and can lead you to discover this whole online disability community.

One of the greatest advancements we have had to the disability field in the past few years is the diversity and accessibility of applications (apps). Before, there were very few applications to serve the disability population and they were pricy or difficult to use. Now, there are apps for hundreds of different purposes and many able to be used right on a call phone. This allows teachers and students to have specific tools right at the tip of their fingers. With how many different apps there are on the different platforms, it can take time to find ones specifically addressing a need you may have in your classroom.

The slow pace of summer also allows you the chance to become a student again by taking opportunities to increase your knowledge in a classroom setting. There are many online programs, such as the Certified Autism Specialist, which can both teach you new skills and increase your professional appeal. Many large organizations offer free or low priced webinars on specific topics lead by professionals in the field. Most offer certificates of completion however some also offer Graduate Credits or CEUs which your teaching program may require you to obtain. Becoming a student again also allows educators the opportunity to explore new topics under the leadership of other professionals in the field. If you have ever been interested in some topics such as music therapy, summer months are perfect to explore these different avenues.

There are many national and local disability conferences which operate during the summer months as the target audience, educators and professionals, have the time off. These conferences range from one day to multi-day events with many different speakers. The amount of information you will obtain at these events is mind-blowing and everyone should bring a notebook to take notes as you’ll be processing all the information long after you leave the conference. Many conferences also have a vendor area where you can meet and explore different products or local companies which you may find beneficial in your practice. These events are also wonderful places to network and meet with other peers in your community who are doing similar work. There are so many useful strategies, techniques, and supports to be shared with each other at these events.

Summer is also the perfect time to begin establishing reusable worksheets or other material for your classroom settings. Visual schedules take time and energy to construct, especially if they are being made for multiple children. Support for children with disabilities can also be beneficial to those without disabilities. By creating material for all children to use to support themselves in the classroom, it doesn’t single any one student out and may help those children who have not yet received formal diagnosis. Doing some of these tasks ahead of time can prevent educators from being overwhelmed the week before school goes back in session as they rush to complete things.

Overall, there are many different ways educators can use the summer months to get a jump on the next school year. Exploring different supports, learning new skills through courses or conferences, and reading about different disabilities are just a few of the many ways. Everyone’s teaching style is different and as such, it’s important to find tools or teaching methods that compliment your techniques. Make sure you reach out to those people in your departments who may have suggestions on local resources or opportunities specific for you. Most importantly, don’t forget to relax and try to enjoy your summer months.

Links to Great Summer Resources:

Education World

Do2Learn

TeacherVision

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