Mom, schools served newly graduated teen with autism well

From The Daily News:

BATAVIA, N.Y. -- Kevin Larson's future was pretty shaky when he entered the city school district eight years ago.

Diagnosed with autism, his prior school district had questioned his ability to thrive in a regular school setting. When he arrived in Batavia, Kevin was "marginally verbal" and could not read. Previous school faculty had underestimated his intelligence and did not believe that he could succeed, autism consultant Maryruth Morris said.

So it is with special pride that his mom Debbie will watch the 19-year-old accept his Regents diploma this weekend along with fellow BHS graduates. Larson credits Morris, the city school district, special education teacher Charlene Mierzwa and Trisha Finnigan, director of special and alternative education.

"I feel very proud of Kevin for all the hard work he has done. I feel proud of myself for learning how to advocate for him and being persistent enough to get the supports he needed," Debbie Larson said during a recent visit to the school's career center. "My goal has been for him to have the same opportunities as his two older sisters; it's important to me that Kevin has that. Without Trisha's support and leadership, none of it would have happened."

While Larson had to fight for Kevin's education at another district -- there was no "buy-in" to the effort -- she has been relieved to find a much different attitude here. Finnigan encouraged faculty and staff to "let's see what he can do," she said.

"It's a team effort, we have a very strong team," Finnigan said. "We have been working hard to provide the services here in the district, that's been our goal."

Morris first met Kevin in the fourth grade at his Wayne County school. He has gone through a complete "metamorphosis," in Batavia, she said, which is "an amazing statement to the district." Because district staff regarded Kevin's "brightness, exceptional sensitivity and his basic kind heart," he learned how to read by the age of 13 and participate in class, she said. He strengthened his social skills and learned how to tell a joke. And just as important, he made friends.

It would never have happened if people continued to judge him by appearances, she said.

"The key is if one only looked from an external point of view one would never see the specialness of him and could easily presume mental retardation," Morris said. "His mother advocated strongly for his determining his own potential. The staff was open to learning about that potential. That was possible because of direct support from Trisha Finnigan."

Society in general is not good at looking beyond one's exterior and reserving judgment, Morris said. She encouraged people to try and do that as a form of "compassionate accommodation" to welcome in someone who may be different. She also suggested to enjoy that person and embrace his/her good qualities that may be underneath the surface.

"It is easy to miss the best parts of all people, not just people with disabilities," she said. "Remember, we are all more alike than we are different. We all have a little autism in us."

For Mierzwa, it wasn't an IQ test that indicated Kevin's prognosis. It was how "the people here believed in him." There was also something about Kevin that told her he would go the distance.

"IQ tests are not as important as the twinkle in the eye test," she said. "Students come with a diagnosis, but not a label."

Autism is a bio-neurological developmental disability that impacts the normal development of the brain in the areas of social interaction, communication skills and cognitive function. Individuals with autism typically have difficulties in verbal and non-verbal communication, social interactions and leisure or play activities.

Kevin showed signs of the disability shortly after birth, his mom said. He has difficulty with abstract concepts, such as names, time, estimations and predictions. He best learns with "stair step" lessons versus a more gradual slope. She gave an example of how, for more than a year, educators were trying to teach Kevin the names and distinctions of color. He just didn't seem to get it, she said.

That was until one day during an event in the school's gym. Students were wearing brightly colored T-shirts. He pointed to one and started rattling off the colors on the shirt. That was a definite step. It was also a "wonderful example" of Kevin's learning process. He obtains knowledge and keeps compiling it until he reaches a "tip over point" of demonstrating what he has learned.

"The knowledge is there; it's finding a way to get it out," she said.

Kevin will hopefully participate in a program and live in a group home through ARC of Genesee County. He is certain to continue with his passion: writing. He has spent several months writing a book and has three more plus two movies waiting for him in his imagination, he said. Mrs. Larson has no doubt that he has such works in the wings.

His favorite genres are science fiction and fantasy-type books. He also likes to watch comedy shows on TV. His sense of humor was evident when he offered to put "bunny ears" with his fingers behind mom's head for a photo.

He named some friends that he has made, which confirmed Finnigan's belief that "kids are very accepting, if we provide ways for them to interact." These past several years have been an honor, Mrs. Larson said.

"I didn't really understand this until I had a child with a disability," she said. "(At the other school) they gave in. Here, they came on board. I have been really privileged to watch this young man develop."

As the mother of a student with special needs, Debbie Larson has been more than a mom. She has been a source of motivation, his advocate and a liaison between her son and school administrators.

She has learned about state and federal laws and built up her advocacy skills to fight for her son Kevin's right to attend school and obtain a Regents diploma.

Larson shared some things that she has learned along the way so that others may benefit from her experience.

"Patience and perseverance have been the biggest keys," she said. "Believe in your knowledge of your child. If you know in your gut something is right or wrong for your child, stick to your guns."

More specifically, she suggested for parents to learn about available testing and about their child's disability. Learn how to become a full and equal team member with the school staff and remember that long after the professionals have moved on to other students, "you will still be the most important part of your child's life."