The Westview School Blog
Posts Tagged "special needs"
Making a Language Connection: Gestalt Language Processing in Autism
October 29, 2024
Language is a foundational tool for human connection, but how it's acquired and processed can vary greatly. For individuals on the autism spectrum, language development can sometimes follow a distinctive route called Gestalt Language Processing (GLP). One of the key features of GLP is echolalia—repeating phrases or language chunks they've previously heard. This behavior, sometimes misunderstood as meaningless repetition, actually plays a significant role in language learning. Understanding the nuances of GLP and echolalia can open up new ways to support those with unique communication needs.
What is Gestalt Language Processing?
Gestalt Language Processing is a way of learning and using language where individuals process larger language segments, such as phrases or sentences, rather than focusing on individual words. This approach is grounded in Gestalt psychology, which suggests that our minds perceive things as whole units rather than isolated pieces. For many neurotypical children, language starts with single words and gradually builds into more complex sentences. In contrast, Gestalt language processors often begin by learning language in chunks—phrases they've heard in TV shows, songs, or daily conversations. These segments are memorized and repeated verbatim as the initial step in their language journey. Over time, they learn to break down these chunks and use them flexibly to create novel sentences.
The Role of Echolalia in Gestalt Language Processing
Echolalia, the repetition of previously heard words, phrases, or sounds, is often observed in early GLP language stages, particularly among autistic individuals. There are two primary forms of echolalia: immediate and delayed. Immediate echolalia involves the instant repetition of recently heard phrases, often as a way of processing language or mirroring the emotions conveyed in the interaction. For instance, if someone asks, "Do you want to go outside?" an individual might respond by repeating, "Do you want to go outside?" instead of directly answering. Delayed echolalia, on the other hand, occurs when phrases heard in the past—sometimes days or weeks earlier—are recalled and repeated. This is commonly referred to as scripting. These phrases might stem from movies, TV shows, or previous conversations and can be used to express emotions or communicate specific needs. For example, a child feeling overwhelmed might say, "Let it go!" echoing a familiar Disney lyric to signal their need for a break.
Echolalia as a Key Part of Language Development
Contrary to being a random or meaningless behavior, echolalia is essential to language development within GLP. Instead of focusing on single words, individuals initially store entire phrases as building blocks for language. Through repetition, they start to understand social cues and language patterns. Eventually, they begin to manipulate these stored phrases, breaking them down into individual words and allowing them to construct unique sentences.
Echolalia serves several roles: it helps individuals learn the rhythm and structure of language, allows them to express emotions and experiences that resonate deeply, and sets the foundation for more flexible, self-generated language. For example, a child who frequently says, "It's time to go to bed," might eventually repurpose the word "bed" in new sentences, like "I want my bed," demonstrating growing independence in their language use.
The Connection to Autism: Why Autistic Individuals Often Use Echolalia
Echolalia is especially common among autistic individuals, who frequently use it as a primary method of communication early on. There are several reasons for this. Autistic learners often have an exceptional ability to recognize patterns, and language chunks can serve as familiar patterns they can recall and apply in specific contexts. Additionally, many autistic individuals experience heightened sensory awareness, which may cause them to focus on the tonal and rhythmic aspects of language over individual words. This focus on auditory "wholes" makes echolalia an effective tool for processing language patterns.
Socially, echolalia can bridge the gap between an autistic individual's inner world and the expectations of the social world. By repeating phrases they've heard, they are engaging with language in a way that allows them to participate in social interactions, even if it doesn't follow traditional conversational norms.
Supporting Echolalia and Language Development
When viewed through the lens of GLP, echolalia is not a behavior that needs "correction" but rather a meaningful stage in language development. For those who work with or care for individuals using echolalia, there are several ways to support their language journey.
Acknowledging echolalia as a valid form of communication is essential. Rather than dismissing repeated phrases as meaningless, it's helpful to consider them within the context of the individual's emotions, needs, or attempts to participate in conversations. Providing varied, emotionally engaging language experiences can enrich the language they're absorbing and increase the variety of phrases they can use over time. Patience is key in supporting their language development; each individual progresses at their own pace, and allowing them the freedom to navigate language in a way that feels natural to them is crucial.
Conclusion
Gestalt Language Processing provides an invaluable perspective on how some autistic individuals develop language, highlighting the significance of echolalia as a natural part of that process. For those who process language gestaltically, echolalia is a bridge from memorized phrases to flexible, self-generated language, where each stage supports the next.
Understanding GLP and the role of echolalia allows us to see language development as a spectrum of unique pathways, each worth supporting and celebrating. Embracing this approach not only provides effective support but also empowers individuals to communicate in ways that feel authentic to them, fostering genuine connection and self-expression.
References
Blanc, M. (2012). Natural language acquisition on the autism spectrum: The journey from echolalia to self-generated language. Communication Development Center, Inc.
Peters, A. (1983, 2021). The units of language acquisition. Cambridge University Press.
Prizant, B. (1982). Gestalt language and gestalt processing in autism. Topics in Language Disorders, 3(1), 16-23.
Carlie Krueger, MS, CCC-SLP is a Speech-Language Pathologist at The Stewart Center at The Westview School. She graduated Summa Cum Laude from Utah State University with a B.S. in Communicative Disorders and Deaf Education and obtained her M.S. in Communication Sciences and Disorders from New York University. She strives to practice within a neurodiversity-affirming framework that centers self-advocacy and authenticity for her clients. Carlie has been working full-time as an SLP at The Stewart Center at The Westview School since 2022. If you or your family are interested in learning more about the services The Stewart Center provides, visit us online at The Stewart Center.
From Tantrums to Triumphs: Behavior Strategies at Home and Beyond
September 30, 2024
Understanding behavior, whether at home or in the community, can feel overwhelming, but it all boils down to one simple fact: behavior is just any measurable action. In this blog post, Sally Schwartzel, Lower School Principal at The Westview School, shares practical strategies for managing behavior by focusing on what we can control—our own actions. From offering choices to teaching replacement behaviors, these insights help parents create more positive interactions with their children. This post was adapted from her presentation for September WestviewEDU.
Behavior: It Is What It Is
When thinking about behavior in the home and community, there are many topics to cover – everything from self-help skills to attending a group function with peers. However, this wide range of topics can all be addressed by looking at behavior for what it is. It’s just behavior! Behavior is any measurable, observable action. Behavior is anything from waving hello to someone to hitting a friend.
The most important thing to remember is that we cannot change the behavior of others. This can be SUPER frustrating! BUT, there are things that we can change. Changing what we are doing, in turn, will change the behaviors of others. To figure out what to do before or after, we need to know “Why” the behavior is occurring. The “Why” is also called the “function” of the behavior. Don’t worry – there are only two main reasons why behaviors occur. PSA: This applies to all people, not just our kids. All of us exhibit behaviors (positive or negative) because we obtain or escape something. Many times, we work for a paycheck (obtain). We also push the snooze button on an alarm – to escape the noise… and the waking up part! To change behavior, we have to change what happens before or after it happens – which is something we can control.
Changing the Before and After
So, what can we do before a behavior happens to prevent it? My favorite is offering a choice – with a catch. The choice isn’t “Are you ready to do your homework?” The choice is “Do you want to do your homework now? Or do you want to do your homework in 5 minutes?” This gives the option to make that choice - but within your parameters. My second biggest recommendation is to frontload expectations. Give your kids a visual schedule or a checklist. Set up a routine. The more our kids know what to expect, the fewer surprises for everyone involved! Think about what a “to-do” list does for you... the schedule/checklist is their “to-do” list!
What about after a behavior occurs? If a person is still exhibiting a behavior, they are either obtaining or escaping something. For example, if a child throws a tantrum in line at the grocery for a candy bar and gets a candy bar, next time, it’s really likely that the child will throw a tantrum again. If a child rips up their homework and doesn’t have to complete it, it will likely get ripped up again. To break that pattern, we need to change what happens after. We can power through the line at the grocery store with the child kicking and screaming. We could have extra copies of the homework or ask for a laminated copy that can’t be ripped. Seems easy enough, right? WRONG. Sometimes, the tantrum in the line in the grocery store is too big. Sometimes, the ripping of homework after a long day is the final straw at the end of a really long day. The missing piece is teaching our kids what to do instead of the challenging behavior.
Teaching Replacement Behaviors
The “what to do instead” is called a replacement behavior. Replacement behaviors get our kids what they want (or don’t want) in a more appropriate way. If we set the expectation at the grocery store as “If you do not throw a tantrum and you ask for a candy bar,” you will get it. If, during homework time, the expectation is that the child can ask for a break or ask for help, that is a much better behavior than ripping it up.
You’re probably thinking, “So I have to let my child get a candy bar every time? Or let them not do their homework?” The answer is… well, kind of. This is only in the beginning while you are teaching those replacement behaviors. Once the child learns they do not need to exhibit those inappropriate behaviors, you can start taking steps back or fading support. For example, the new expectation is “If you do not _____, you can get a snack this time in the line and a candy bar next time.” The expectation can be set at the beginning of the grocery store trip that a candy bar isn’t an option this time, but these three different yummy snacks can be asked for. When it comes to homework, maybe the child needs to write their name on the homework before asking for a break. If the child learns to ask for help, maybe you give them the answer to the first part and then have them complete the rest on their own.
Simple Long-Term Tips for Success
Behavior is so easy and so complicated at the same time. The best advice I can give (learning from different parents throughout the years) is to do what you must to keep your sanity. Tip for doing that and still working behavior to your advantage? Having your child comply with the tiniest directive before giving them a preferred item or activity will save your life in the future. I have had some parents, in order to keep their sanity, have their child simply push in a chair, clear a dish, etc. before iPad time. It seems so small, but it will really help out in the future!
Sally Schwartzel is the Lower School Principal at The Westview School. She brings a wealth of knowledge and experience to The Westview School, having worked for over 18 years in Katy ISD as a special education teacher in specialized autism programs and then as a leader at the district level for autism and behavioral programming. She holds a Master’s Degree in Special Education with a focus on Autism and Developmental Disabilities from The University of Texas. She is a Certified Teacher and a Board Certified Behavior Analyst. She has co-authored and co-presented on relevant topics such as Positive Behavior Interventions and Supports and Autism Support and Intervention Program.
This blog post was adapted from the presentation given during WestviewEDU on Thursday, September 5, 2024. WestviewEDU is an education series presented by The Westview School for parents and caregivers of children with autism spectrum disorder. For a full list of WestviewEDU sessions for the 2024/2025 academic calendar year, visit The Westview School online.
What Every Parent Should Know About Pediatric COVID-19 Vaccines
November 09, 2021
They’re here; they’re here! Whether you’ve been waiting for the children’s COVID-19 vaccines like your kid waits for their birthday or you’re interested but have questions, this is a great milestone in our battle against COVID-19. As fellow Westview parents, we know how important it is to be well-informed, so let’s go over some important points:
How are these vaccines different from the adult ones?
In short, it’s the same formula, just less of it. Children aged 5-11 years old are eligible for the 10 microgram dose, while people 12 years old and up (including adults) are eligible for the 30 microgram dose. We’re expecting that the youngest group of children will be eligible for an even smaller dose (and hopefully soon!). For children, these amounts were chosen at a point that maximizes immune response while minimizing side effects.
Speaking of side effects...
Children tend to have mild to moderate side effects to the vaccines, and like adults, tend to have more side effects with the second vaccine compared to their first one. Side effects include fatigue, fever, headache, pain, chills, and vomiting. It’s tempting, but do not give your child an over-the-counter pain reliever before the vaccine; instead, wait until after the vaccination if needed.
If your child doesn’t have any side effects, don’t worry! The clinical trials did find that children aged 5-11 years had fewer side effects than older children and adults did.
What about heart effects? And fertility effects?
The risk of myocarditis and pericarditis after the COVID-19 vaccine is quite low, and COVID-19 infection is more likely to trigger an inflammation of the heart. In fact, most heart effects, if they occur, are mild and resolve within a few days. If they do occur, it’s important to be seen by your physician.
There is no evidence showing that the COVID-19 vaccine has any effects on fertility. However, there is some concern that COVID-19 INFECTION may negatively affect fertility for males and females.
I got the Moderna or Johnson & Johnson vaccine; should I wait for that version for my kids?
No, we recommend you don’t wait because the Moderna and Johnson & Johnson vaccine trials for children are still underway or in the planning stages. The timeline for the release of those specific vaccines is unclear, so it would be safer to prevent COVID-19 infection with the Pfizer vaccine right now.
My child had COVID-19 recently. Do they still need to be vaccinated?
Yes, they still need to be vaccinated because we don’t know how long immunity after COVID-19 infection lasts, but there have been many cases of people being infected with COVID-19 several times. After COVID-19 infection, kids can be vaccinated as soon as they have recovered and have finished their isolation period.
Sounds good, but WHY should I vaccinate my child?
In a word, TEAMWORK! We have maintained throughout the pandemic that we’re in this together, and it’s especially true now. We vaccinate our children to protect them from getting infected and from developing severe COVID-19 if they get infected. But we also vaccinate our kids to protect our immunocompromised neighbor who makes those amazing brownies, our baby nephew, who is SO CUTE but too young to be vaccinated yet, and everyone else in our circles who is especially vulnerable.
When we vaccinate, we are limiting the number of bodies that COVID-19 can spread to, which is how we can be done with this pandemic. Sure, everyone has a cute collection of masks by now, but we really miss seeing faces!
With the holidays just around the corner, it’s a great time to get those vaccines scheduled so the kids can be fully vaccinated before Santa even makes his list.
Speaking of holidays, travel during winter break may be a possibility if your children complete their COVID-19 vaccines 2 weeks before the trip and are not symptomatic when they get back.
Keep Westview’s COVID-19 protocol chart handy for easy reference and refer to the detailed protocols for additional information.
Where can I go to get my child vaccinated?
Glad you asked! So many places, including your pharmacy, your grocery store, your pediatrician, and most/all of the local hospital systems.
Anything else?
While you’re getting the kids vaccinated against COVID-19 anyway (way to go!!), ask about getting them a flu shot too! We’re expecting a much worse flu season this year, so it would be great to prevent it too. Conveniently, you can get the flu vaccine at the same time as the COVID-19 vaccine. No one wants to be home with COVID-19 or the flu when there’s holiday fun to be had!
One last thing- sometimes, things aren’t so easy and maybe even a bit overwhelming. We’ve all been there. There are many resources to support you and your family at any time.
Wishing everyone an enjoyable holiday season.
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The Westview School COVID-19 Medical Advisory Board is comprised of Westview parents and former parents with experience on the front line during this pandemic. These highly-trained professionals work in many different fields of medicine, such as epidemiology, pulmonology, and critical care. This group of medical professionals continues to be an invaluable resource to The Westview School leadership team.
Put on Your Oxygen Mask First: 5 Self-Care Strategies for Autism Parents
October 20, 2021
When it comes to parenting a special needs child, there are many things to consider: therapies, schools, medications, the list goes on. However, arguably one of the most essential therapeutic strategies to help your child is evaluating and caring for yourself. To have the physical and emotional energy to fulfill all the duties of a parent (especially an autism parent), you must make sure you are mentally healthy. How many times have we been on an airplane and heard the flight attendant advise, "in case of an emergency, secure YOUR OWN oxygen before helping others next to you." In the case of raising a child with autism, it is essential to "secure your own oxygen" before you can be expected to help your child. Parents who are stressed, feeling anxious about the future, or having depressed feelings about their child's current stage of development, are more likely to have trouble helping and supporting their child in the ways they need. If you really want to help your child, challenge yourself to make these parent coping strategies a habit:
1. Prioritize your self-care.
There's an old adage that says, "empty cups can't pour." Think about the things that fill your cup, and make time to prioritize them. Taking care of yourself is a selfless act because it sets you up to be in the best position possible to continue to advocate and care for your child's needs.
2. Engage with other Autism parents in the community.
You are not alone. Other parents and caregivers of children on the autism spectrum are going through similar situations as you. Expand your social circle to include support from other parents who understand what you experience. Shared experiences help build connections and can decrease feelings of depression, anxiety, and isolation.
3. Minimize anxiety by staying present.
The past is already done, and the future is not promised. Remind yourself to focus on today. When you worry about the future, you miss an opportunity to be grateful for what you have in the now. Be intentional about identifying what you are thankful for right now to help minimize your anxieties about the future.
4. Focus on your child's strengths.
Try not to focus on the negative. It is much more beneficial to focus on your child's strengths. There is no advantage mentally or emotionally to only see your child for the things they can't do. Knowing where your child's strengths lie and keeping them at the forefront can help you use that knowledge to supplement the areas where they need more support.
5. Plan time for fun.
All work and no play does not equal success. Sometimes your child (and you) need a break from it all. Taking time out from the hard work to laugh and play can improve your overall quality of life.
Remember, you are the most important person to your child, and they need you to be physically, emotionally, and mentally strong. Your child needs you to be strong enough to continuously advocate for their acceptance, accommodations, and inclusion within their community. Being strong doesn't mean that you won't have bad days. Improving your well-being doesn't mean that there won't be challenging times, but hopefully, these strategies will help you build healthy self-care habits and, in turn, will help you work better with your child at home.
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Jelisa Scott is a Board Certified Behavior Analyst (BCBA) and a Licensed Behavior Analyst (LBA) in the state of Texas. She received her bachelor's in Psychology from Louisiana State University in 2010, her master’s degree in Behavior Analysis from the University of Houston Clear Lake in 2014 and is currently in school to earn her doctorate degree in School Psychology from the University of Houston. Jelisa has been working with children with and without special needs since 2008 and has gained experience providing in-home ABA services, parent training, classroom consultations, navigating ARD meetings, decreasing severe problem behavior, improving verbal behavior, social skills training, and early childhood intervention.
This blog post was adapted from the presentation given during WestviewEDU on Thursday, October 7, 2021. WestviewEDU is an education series presented by The Westview School for parents and caregivers of children with autism spectrum disorder. For a full list of WestviewEDU sessions for 2021/2022 academic calendar year, visit The Westview School online.
Autism or Teen Drama? Tips to Manage the Teenage Years
May 20, 2021
The transition between childhood and adolescence can be a confusing and difficult time for children. Things are beginning to change on a mental, physical, emotional, and social level. Autism adds another complicated layer of development to these already challenging times for children. As a parent, you may wonder how you can best support and help your teen navigate these years. It comes with a myriad of questions: Are these behaviors normal? Should it be happening this early? How long will this last? Is this autism or hormones? Should I be concerned about a particular behavior? What can I do about it?
There are a few things to take into consideration. First, parents should determine whether new behaviors are actually due to autism or simply part of typical adolescent behavior. Also, parents need to consider if these changes reflect their teen’s individual personality and preferences. To make things more complicated, it could be a combination of all the above.
Typical Adolescent Behavior
To better distinguish between which behaviors are due to typical adolescent behavior versus autism adolescent behavior, let’s look at what typical adolescent behavior looks like:
- Physical changes include changes in hormones that can lead to new body hair or smells and increases in height and weight.
- Mental changes include developing more abstract thinking skills, using more logic and reason to make decisions, forming their own beliefs, questioning authority, and a heightened focus on physical concerns.
- Emotional changes include shifting moods quickly, feeling more intensely, and increasing risk-taking and impulsive behavior.
- Social changes include experimentation with different levels of social and cultural identity, increase in peer influence, awareness of sexual identity, and learning how to manage relationships.
Most children pass through this period of adolescence with relatively little difficulty despite all these changes. On an even more positive note, youth tend to be quite resilient when problems arise; this includes those with autism. Teens on the autism spectrum often thrive, mature, and increase their competence during this period of growth.
Tips For Parenting Your Teen on the Spectrum
Front Load Information: Our teens on the spectrum learn best when we can front-load them with logical and factual information. We need to be able to prepare them and teach them these life skills ahead of time. The truth is you will not be able to prepare them for everything but showing them the how, why, and what to do can support them through this transition. A simple one to tackle first is why we need to use deodorant or feminine products.
Share Experiences: Teens appreciate first-hand experience, so if you had difficulty navigating through a situation like theirs, then share your experience with them.
Answer Questions: Perseveration on any subject matter is common for children on the autism spectrum. When experiences are novel and uncertain, perseveration can sometimes increase and often cause heightened anxiety. This is not healthy or comfortable for any teen! Answering their questions, no matter how many questions there may be, will be helpful to your child. Also, offering solutions and assisting them in a calm, helpful, and consistent manner will convey that you care and validate their feelings.
Seek Outside Help for Your Child and Yourself: As parents, there is a tendency to tackle it all for your kids. However, during these adolescent years, it may be helpful and even more impactful for your teen to talk about these changes with someone other than you. This could be with a trusted family friend, relative, peer, or professional that the teen feels comfortable answering their questions.
You must also remember that you can build and rely on your support system to help you gain clarity from the fog of dealing with your teen daily. Parenting is hard, and these years with your child can be exhausting! Your community can offer support by letting you vent and sharing personal experiences. You are not alone.
Supporting and learning from each other is key to you and your kid's successful management of the teen years. This is true no matter how old they are. Parenting can be tricky. And life, in general, is not without its share of challenges. When parents and children work together to face changes head-on, we know that these struggles can produce perseverance, and perseverance helps build resilience for both you and your child.
As your child gets older and the teen years approach, it can seem daunting for parents, but as indicated above, there are ways to successfully support and help your teen through this time. If you want to learn more about individual or family therapy, please reach out to The Stewart Center at The Westview School. We are available to support you and your child.
Contact The Stewart Center at 713-973-1830.
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Mimi Le, M.A., LMFT, LPC is a Licensed Marriage and Family Therapist and a Licensed Professional Counselor. She provides therapy and consultations for adults, parents, siblings, children, families, and groups. She received her Bachelor of Arts Degree in Art History from Baylor University and earned her Master of Arts Degree in Family Therapy from the University of Houston – Clear Lake. She specializes in autism spectrum disorder, trauma- and stressor-related disorders, anxiety disorders, depressive disorders, interpersonal relationships, and multi-generational and cultural matters. She also provides parent-coaching among her other duties as a Student and Staff Support Specialist at The Westview School.
The Kids Are Alright: Words of Wisdom from Special Needs Siblings
April 15, 2021
It has been said that you spend more time with your siblings than anyone else. It is one of the most formative and longest-lasting relationships a person will have. It is estimated that by age 11, siblings have spent more than 33% of their spare time together. When one of those siblings is on the autism spectrum, it is possible that the amount of time together may not differ, but the sibling dynamics certainly could.
Big sisters become little mothers. Big brothers become protectors. Younger siblings learn to be helpers. When a sibling is diagnosed on the autism spectrum, older and younger siblings tag along to therapy appointments and commutes to special schools. They become aware of differences between themselves and their siblings very early on. However, the differences and awareness that come from having a special needs sibling can often positively influence both the neurotypical child and the child with special needs.
Despite the dynamic shift, when children on the autism spectrum have a sibling in the home, it has been shown to positively affect the special needs child. Neurotypical siblings can provide increased opportunities for social skills in the home and serve as role models to siblings with special needs.
But, what about the sibling without a disability? Having a brother or a sister with special needs, in a way, can be pretty similar to having a typically developing sibling. There are the expected challenges among siblings – bickering, rivalry, learning to share, but overall, siblings of children with a disability, including autism, have a great capacity to be highly empathetic, compassionate, tolerant, and responsive to the need of others.
The Westview School blog interviewed several Westview staffers who all arrived in a special education career after growing up with a sibling with special needs. We asked them to share their experiences, how it shaped them as adults, and advice on the positive impact having a sibling with specials needs has had on their life and career in special education. We hope that by sharing their stories of growing up with a special needs sibling, our families may see the positive influences a sibling with special needs can bring to your child’s life.
Caelyn Pho is a Pre-kindergarten teaching assistant at The Westview School. She is the oldest of seven siblings. Caelyn’s youngest sister, Meagan (13), was diagnosed on the autism spectrum at four years old.
“I was twelve when my sister was born,” said Caelyn. “She was not diagnosed early, so I do hold a little bit of guilt, especially since working here. I realized how much more she struggled because of the delay.”
“I come from a very traditional Vietnamese family. Our culture's instinct is to protect,” said Caelyn. “It was more challenging during her younger years before our family learned the skills and strategies to be able to properly deal with her tantrums or other challenges.”
Lexi Doré is a Kindergarten teaching assistant at The Westview School. She is the only sister among four brothers, three older brothers and one younger. The two brothers closest to Lexi’s age are twins, Dalton and Dylan (24), and were born with cerebral palsy. Lexi’s younger brother Bouxdie (11), affectionately called Boux, was diagnosed on the autism spectrum at two years old.
“We got a pretty concrete answer that Boux was on the spectrum when he was two. He wasn’t talking, and he had a lot of food sensitivity.” Lexi remembers the early years of speech therapy and occupational therapy.
Jared Dawkins is the Upper Elementary and Middle School science teacher at The Westview School. He is the middle child of three siblings. His younger brother, Jacob (20), was born with Down Syndrome.
Jared’s experience with special needs started years before his brother was born. “My dad had a cousin, Kevin, with Down Syndrome, so we were very familiar with it already,” Jared said. “From a young age, we were taught that Kevin was different, but he was still part of this family, and we should treat him the same as every other family member.” Jared learned about his brother’s diagnosis before Jacob’s birth. “My mom knew before Jacob was born, and I remember being told that he was going to be like Kevin,” said Jared.
How has having a sibling with special needs positively impacted your life?
Caelyn: I know that Meagan has influenced me and made me more empathetic and compassionate, and understanding to people who do have challenges. Because of my experience with Meagan, I never hesitate to reach out if I see somebody struggling. I never mind helping. Without judgment, there is just a simple, “Oh, you look like you need help.”
Lexi: I have always been an empathetic person with a big heart, but I think that all stems from my special needs siblings. As I’ve grown older, it has become more of a part of me, and it is something I pride myself on, being empathetic towards others. I know how it feels like to be different, and I try my best to accommodate people in how they want to be treated. Because of my experience, I pass that thinking on to my friends and everyone around me. They are just like everyone else.
Jared: Language is a huge issue for my brother, Jacob. He is twenty now, and his language is far less advanced than anyone he communicates with. Communicating with Jacob was learned through sibling dynamics. It comes second nature to our family. This ability to communicate is one skill that has served me well at Westview. Some of our kids seem unapproachable, but I find it very easy to get through to them and understand them.
How did growing up with a sibling with special needs lead you to a career in special education?
Caelyn: My sister is the absolute reason that I started working with this population. If it were not for her, I would not have found my passion, and I will be forever grateful to her. I feel bad for my friends who are miserable at their jobs, and I get to walk in every day, make a huge impact, and love it. That is all thanks to Meagan.
Lexi: I have always had a heart for people with special needs because of my older brothers, but especially when Boux came into my life. I was already volunteering at camps for children with CP. Knowing Boux and how beautiful his mind is and interacting with his classmates on field trips, I wanted to interact with more kids on the spectrum because they are so different, but they are all beautiful and unique. I just wanted to see life through their eyes, and being more hands-on with them is the best opportunity for that.
Jared: After finishing my undergrad degree in English Literature, I enrolled in Texas Teachers to earn my alternative teacher certification. One of the school counselors recommended special education “to boost my resume.” Westview was a perfect fit. I am still learning how to be a teacher, but one thing I didn’t have to learn how to do was learn how to approach and interact with our students. It can be challenging to find people who can interact with our kids in a meaningful and genuine way, and I had that experience already.
What advice would you give to siblings of children with special needs that you have learned from your family’s experience?
Caelyn: There was always a heightened sense of awareness that my sister was different when we were out in public. I was uncomfortable having an audience during an already stressful moment. As a young girl, this would make me angry when I noticed other people minding our business. As I have matured, I have learned to channel that negative energy into help and support for my family and sister. They are what matters.
Lexi: My best advice is, ‘Give yourself the love that you give to others.’ It is important to recognize that it is okay to focus on yourself sometimes, and I am learning this more and more as I get older. You don’t have to feel guilty for taking care of yourself and your needs. Help your sibling. Help your parents as much as you can but be patient with yourself and treat yourself like you treat your siblings.
Jared: It's essential to treat a special needs sibling as normal as possible. It is the only way I know how to interact with people with special needs, be patient and considerate of their particular needs, and treat them as typical as I can. For example, one thing I'll do is if we tell a joke in a family setting, my brother will ask what was said. His language may hinder him from fully understanding the joke in the same way, but just him receiving that information makes him feel like part of the group. In my experience, it's better for me, and my brother enjoys it more when we include him in the game.
What do you love the most about your siblings?
Caelyn: Spoken language can be challenging for Meagan, but she can sing a whole Frozen song without thinking about it. We are a very musically inclined family, so there is lots of singing and dancing for every family get-together, and Meagan is the star of the show. Meagan will start singing along, and she loves to dance. For this reason, she has become one of the pillars of our family just by being there. She reminds all of us to be in the moment. When we get together, we are all pulled in and connected.
Lexi: Boux wins over everyone that he meets. All my friends have this love for Boux. He is just the best person ever. He’s my best friend. Boux is one of the brightest, smartest, coolest people I know. Even though he is not able to convey through words that he loves me, the look on his face, when I walk into a room, I know that I am his best friend too. He teaches all of us that you don’t need words to express how much you love. Love goes beyond words.
Jared: His love for my dogs. I know Jacob loves me. He asks about me when I’m gone, and he likes to hang out with me. I do not doubt how much I mean to him, but my dogs mean more. We have a blast when I come over, and he will want to hang out with me, but if I show up without the dogs, his first question is, ‘where’s Sam?’ I am always second to the dogs.
The Westview School’s mission is to provide a unique, specialized learning environment offering outstanding educational and social opportunities for children on the autism spectrum. We believe that children with autism spectrum disorder can grow and learn through a nurturing, positive, and happy environment that enhances their self-esteem. This is attainable for our students because of the dedication of our faculty and staff. The Westview team is comprised of seventy members, each of whom was led to our special school for varying reasons with a similar underlying theme — a love and passion for the children on the autism spectrum and a willingness to make a difference in the life of a child. For Caelyn, Lexi and Jared, this experience is a bit more personal, and our school is better because we have them as part of our staff.
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