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This daily correspondance between schools she attended and us give you a glimpse on our daily life. Most parents of typical children do not communicate on daily basis with the teachers. This gives a reader an insight to how important daily communication is for a child with autism.

Kat has attended school since she was 3 years old. These are school notes that were result of correspondence with her parents and her teachers. We have made comments at a later date reflecting back on the impact of these events.Kats School Notes Index

2000 ... 2001 ... 2002 ... 2003 ... 2004 ... 2005 ... 2006 ... 2007 ... 2008 ... 2009
1990 ... 1991 ... 1992 ... 1993 ... 1994 ... 1995 ... 1996 ... 1997 ... 1998 ... 1999
... ... ... ... ... 1985 ... 1986 ... 1987 ... 1988 ... 1989

Date

Notes

Comments

1998-2-17

Hello! Kat is in P.E. is having a great time with the snowball game. M. is prompting her to run after the balls and to stay behind the line when throwing them. She is having a bit of trouble with that Kat is smiling and running quickly! Kat was choosen for the ski patrol. D. and another girl are helping her and Mrs. B. is directing them. She is absolutely elated.

We had a few minutes so we went to the library and grabbed two books. Kat hates to be rushed, But I pushed her to be quick about it and she did fine. No faces or silly talk.

In Science Mrs. D lectured for a few minutes and then they watched a movie. Then, They did seatwork, page 238, Science words and lesson review. M. helped her with the science words. She prompted her to look in the summary for the answers, she did the last two on her own.

A.

M. is reporting now. A. and I are here together this morning, comparing notes are thinking of ways to improve our methods of working with Kat A. watched me work during science and I am watching her work with Kat during a language- listening activity. Poor Kat doesn't have a chance to misbehave. She was very chatty first thing today, But with all the monitoring she has quieted down.

A. is now working on spelling and is doing a nice job teaching Kat the difference between the or sound in work and fork. All the spelling words this week are based on this.

Kat cashed in her feathers for a snack. Then, She did the second half of her spelling by herself. She needed prompting to get back to work a few times. When she was finished, she was supposed to tell me. She didn't so I tapped her on the shoulder. When she was done with spelling, she went right to the language packet. After telling us she was done and having us check it, she went on to math with no prompts. We checked over math and then Kat asked Mrs. R to check her seatwork so she could get feathers.

At recess, the kids stayed in, because of the weather. Kat jumped rope. D. was not very happy about staying in, so we ( Kat and I) watched everyone else when Kat got tired.

In music they practiced the songs for the play. They will be doing that and watching a movie for the next few weeks. Kat followed along and sang along once in a while. She is slowly learning the words and songs, the ones she recognizes. The school play is the Monday after they get back from spring vacation. The movie they will be starting next week is "Amadeus."

Mrs. D gave Kat a physics practice test. It's not the one she is going to take on Friday, but it's good practice.

In math they are doing fractions and divding by fractions. Then, they did a little bit of equivalent fractions. Homework is a ditto on equivalent fractions. Kat has the right idea, but makes up her own fractions.

Please fill out the time spent reading for enrichment.

See you tonight at clinic at 5:00 p.m. A.

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