Ethan and I have spent some time with the masses this week at a very busy theme park. And, like all the others, this theme park sells not just bottled water, but also a variety of other drinks (think: sodas, frozen lemonades and electrolyte drinks like Gatorade and PowerAde). Now, it is no secret that at one time I was totally addicted to Dr Pepper. Trust me, I know it tastes good and sometimes feels like it is the most thirst-quenching thing ever created. I love the sweet, fizzy feel and taste of it and had to literally detox myself down from the stuff a few years ago. I knew the empty calories weren’t doing my figure any good, but when I learned that high-fructose corn syrup (HFCS – which is used to sweeten most sodas) has mercury, I gave the Dr. “the boot.”
But I digress…Ethan has always been primarily a water drinker. I do allow some juice and an occasional glass or two of chocolate almond- or hemp-milk. I have never felt that Gatorade and PowerAde (with stiff artificial colorings) are a good thing for developing bodies and brains, so Ethan was never introduced to the stuff. Here’s the thing though – Ethan appears to be in the minority. As looked around at the many families we encountered livin’ it up in the heat, I realized that most children [understandably] prefer sweet sodas (often of the caffeinated variety) or colorful electrolyte drinks; but what astounded me was that these kids’ parents supply said drinks seemingly without a moment’s thought or hesitation.

“I am just so angry.” With his voice shaking, he said what other men in the circle were thinking and feeling. “When I get home and approach my son, he pushes me away. I can’t stand it anymore. He just wants his mother, and he pushes me away from her too. The other day I told my wife I am ready to sign my parental rights away.”

Classroom Recommendations for Children on the Autism Spectrum
Part of my job as the lead evaluator for a non-profit organization is to come up with practical recommendations that teachers can use to successfully include children with developmental and physical disabilities within their daily routines and activities. After all, that's what the Least Restrictive Environment (LRE) is all about. As educators, it is our responsibility to develop and implement functional and measureable goals for children with disabilities, so that they can find success alongside their typically developing peers. However, if children are going to meet those goals (outlined in their IEP), we must first make some basic recommendations in the child's evaluation report to help us get there.
Many children on the spectrum may need to improve in the following areas (though it is imperative to note that each child on the spectrum presents differently):

I'm sitting here listening to my two boys run around, play, and fight.... half laughing "You can’t get me, Batman!" and half yelling at each other "I told you to stop!!! MOM!!" Sam (7 1/2 years old, Asperger’s) and Luke (3 1/2 years old) are BUDDIES..... they play dress up together, chase, hide & seek, the Wii, wrestle, sword fighting.... usually ending in both laughter AND tears. My mom keeps telling me "You have been praying for a "normal" brother relationship.... and here it is!"