1.  In 2006 I composed of Patty's and my choice to homeschool our son Trevor to help provide a learning environment more conducive together with his adultery.
2.  Trevor started seventh grade with a customized schooling program. Patty focused on language and arts and that I focused on mathematics and science. He also attended a homeschool-assisted school which supplied English and math classes and attended a science course at the middle school he would have generally attended. The program plan was designed by Patty and me along with Trevor's school counselor. It ended up being a hybrid of schooling and classic schooling which we felt gave Trevor the best likelihood of success. Trevor's counselor was totally awesome in working with us and putting Trevor's well-being first. The blended teaching worked really nicely in seventh grade, but we noticed that Trevor wasn't getting enough peer reviewed. In eighth grade we decided to initiate the process of mainstreaming back him into the public-school system. Patty continued focus on language and arts and math and science issues were now being provided by Trevor's middle school. I love to joke that I was fired as a homeschool teacher and my wife and boy did the firing. In fact the mainstreaming has been the ideal answer since it allowed him to get needed socialization through spending more time at school whilst at the same time giving him some additional 1:1 attention . In ninth grade we felt Trevor was ready to be fully mainstreamed to the public-school system. While http://www.disenoteca.com/ packed our homeschool materials, our engagement with Trevor's schooling and socialization expansion was still strong.
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4.  Ninth through 12th grade brought some high points but also brought a great deal of struggle. He had trouble telling the difference between children mocking him versus being a friend. Since he was supporting his peers in his social interaction skills, he'd say and do things that weren't appropriate. He'd have a couple of close friends who were genuine in their friendship, some of which he's still friends with today. One bright spot through high school was Trevor's involvement in play club. He participated in several performances both on stage and behind the scenes. The drama club was his first "clique", and while some from the club took advantage of Trevor's autism, many recognized and looked out for him.
5.  Trevor graduated from high school in 2011 with plans to go to school. Feeling http://www.morefromyourhome.co.uk/ from high school to a large university would be too extreme for himhe attended a local junior college for two years while residing at home. He had developed a love for movies and photography, so he decided to major in film studies with an emphasis in photography. Both of these years were foundational for Trevor's expansion in that he continued to advance academically while also letting him work on design and adaptation skills. In http://www.cabbieblog.co.uk/ decided he wanted to transfer to a four-year college majoring in media and film studies. His conclusion on where to go was an outstanding example of decision making through empirical data investigation and pros/cons articulation. He developed a visibility board with a number of decision criteria including offering of major, closeness of family, and church offerings. He narrowed his choice down to two schools, Central Washington University and Arizona State University, each of which meant he'd be living away from home. http://www.nevadabobsgolfholidays.co.uk/ decided on Arizona State, comfortable through his analysis this was the best option. It was during that time that Trevor wrote about his experiences growing up with autism in Six-Word Lessons on Growing Up Autistic.
6.  In August 2013 we took Trevor into the ASU Tempe campus, helped him put up his dorm room, and compelled him to start his junior year of college. While it was a bit unnerving being a million miles away from him, we had peace in knowing there were a number of household members in the region including Trevor's big sister Briana who was now a nurse at nearby Scottsdale. His last two decades of school were those of enormous growth. He needed to figure out a great deal of things on his own, make new friends, and also be accountable for his own research. Luckily, he plugged into a church group that was walking distance from ASU. He fit in like a glove and the church group was a high point of his time at ASU. He must experience living and dealing with roommates, the majority of which he felt were too immature for him. We obtained many problem calls when he lost his wallet, had computer problems, or was having trouble coping with a few situations.
7.  His post-college life was filled with a lot of anxiety. Now he had been out of school and it was time to encourage himself. He didn't have a job upon graduation, so Patty and I decided to engage him into our firm as our Media Director. He was employed by us for 17 months at which we must help him build good work habits. We staged a monthly review process called "dones" where in the beginning of the month he'd lay out exactly what he'd have done by the end of the month, which we would then review in the start of the following month. http://www.aquasportlanzarote.com/ was an outstanding process in that all three people were aligned regarding what he needed to do, and he was held accountable for getting things done. His marketing missions have been flourishing, including being interviewed by two local TV news channels.
8.  Now Trevor is 26. http://www.createdfx.co.uk/ lives on his own at a condo we bought for him along with two additional tenants on the autism spectrum. He pays rent, he manages his own money, he is as self sufficient as any 26-year-old. He's still got some challenges he'll continue to have for the remainder of his life. http://www.pointblankonlinemarketing.co.uk/ 'll always want someone else to help coach him throughout scenarios. It was a lot of hard work on all our parts, but Patty and I'm excited about his future and are grateful that we're in a position to help Trevor.
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