Lessons From Personal Struggles: The Case for TLC in Schools
Written by Nick Franczak, Neurodivergence Advisor to the Board of Directors
I was given a diagnosis of Autism in November 2000 by a Pediatric Psychologist at the University of Chicago. My mom and dad took me there because I was not meeting all of the milestones a one-and-a-half-year-old should. I was nonverbal and did not understand verbal cues from my parents and other family members. I was in my own world and would not interact with other children my age.
I have a cousin who is 10 days older than I am, and she was able to do more than I was. I had negative behaviors; things were overwhelming for me, such as sounds, tastes, and smells; I would act out sometimes in what looked like a violent way, but it was just a way for me to release the pressure I was feeling at the time due to something that triggered me. I did not want to act this way and could not understand why. My mom helped me at home with the things my then-teacher, Heather Volchko, was teaching me at school. She was always there for me and would help me communicate and understand the world that overwhelmed me so much.
School was difficult for me. Although not academically, the environment would often overwhelm me, and I would feel the need to remove myself from the situation, which would get me in trouble. My mom would always be in contact with the school; they would call her to come and pick me up because of my behavior.
My mom and I lived in Illinois when I was younger, and the kids at school, especially in middle school, would treat me like I was different. The staff was not as helpful because they did not have the types of programs that I needed. I had an occupational therapist, though, who helped me when I felt overwhelmed.
My parents divorced when I was 9 years old, and my mom and I had to move out of our house. It was difficult for me because I did not like change. We moved to Indiana when I was in seventh grade, and that is where I met a new teacher, Heather Volchko (she went by her maiden name at the time). It was incredibly challenging for me. She had a room where she had individuals with Autism as well as individuals who had challenges in their home life. My mom would come after work to the classroom and stay to help. Heather had a quiet room where I and other students who were having a challenging time could go to calm down. I just want to say that she is a good person and has helped me so much. My mom and I are grateful for everything she has done for me.
“Heather had a quiet room where I and other students who were having a challenging time could go to calm down.”
I cannot remember all the coping strategies I learned, but here are some that she used with me:
letting me take movement breaks so I would be able to participate without disrupting the class.
giving me a balance ball instead of a chair because I could stay in a seated position instead of getting out of my chair and causing a disturbance in the class.
she had patience with me and other students, which helped us to remain calm and be able to participate because we trusted her.
keep negative thoughts to yourself, which helped me to remain positive.
“She had patience with me and other students, which helped us to remain calm and be able to participate because we trusted her.”
The above strategies are what Heather used with me, and they helped me to cope with what made me feel overwhelmed. They helped calm me down so I could continue to participate without any disruption to the class.
I want everyone to know that the kids she has helped in the past and the kids she is helping now (and will help in the future) would tell you the same thing that I am saying. She has had an influence in the world by helping individuals on the Autism Spectrum and individuals who just need a little more help because of their situations at home. She genuinely cares, and I see that when I am in the monthly board meetings. There should be more educators like Heather.
