By Karen Kaplan, MS
I was finishing a book about a young man whose mother left him notes, even before he could read, to let him know she was on his side, believed in him, and would be there for him. What a wonderful idea for parents with children with exceptional needs. Notes could just be pictures or stickers and, of course, words of support. Notes let your loved one know you care, think about them, and believe in them.
If you pack a snack for lunch for your son or daughter, slide a note into the bag or lunchbox. Or you might slip one into a backpack that will be opened for food items or supplies or that will support homework. You might write, ‘Thinking of you,’ “I'm proud of you,” “You can do it,” or just have a heart on it.
You could always put a note in a jacket pocket that says, “Try it,” or “Take a chance,” or “Be curious.” Or perhaps putting encouraging notes on the refrigerator door front might put a smile on your child’s face.
Have you ever left an envelope on a pillow for a loved one to read just before bedtime? Perhaps it had a flower or a sticker of their favorite comic hero. Maybe your child has a bulletin board in their room. You might post a note of encouragement or a positive mantra at the beginning of every month.
If your child is reading a book, you could write a note a few chapters ahead. It might read, “I am so proud of your reading,” and include a big happy face.
Does your child have a desk or area where they do homework? Maybe slip a special note in one of the drawers where they keep extra paper or a pencil sharpener. The note might say, “I am proud you completed your homework and got it in on time.”
When your child makes something for you, you might place a thank you note in their hand. This way, they learn to write thank you notes to others for gifts they might receive.
You might also tell them that when they leave you a reminder note to do something or buy something at the store for them, it helps you remember. These types of notes are good to learn to write. You might also explain the benefit of making lists/notes for themselves. It not only fosters relationships but also supports independence.
Karen Kaplan, MS, is a native San Franciscan. She completed her bachelor’s and master’s degrees in speech pathology and audiology at Arizona State University, Tempe, Arizona. She minored in special education and obtained her speech therapist and special education credentials in California. Karen worked as a speech therapist for schools for 20 years before opening her own residential and education program for students with autism. She worked in credential programs at Sacramento State University as well as UC Davis and spent 20 years directing private schools for those with autism and similar learning challenges. Karen founded a non-profit, Offerings, which helps cultures globally to understand those with developmental challenges. For seven years, she founded and facilitated an autism lecture series and resource fair in Northern California. Karen still facilitates an annual Autism Awesomeness event. She is currently consulting, helping families, schools, and centers for children, teens, and adults. Karen has authored three books: Reach Me Teach Me: A Public School Program for the Autistic Child; A Handbook for Teachers and Administrators, On the Yellow Brick Road: My Search for Home and Hope for the Child with Autism, and Typewriting to Heaven… and Back: Conversations with My Dad on Death, Afterlife and Living (which is not about autism but about having important conversations with those we love).
Website: www.karenkaplanasd.com
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