Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties

David Monid:

My name is David Monid and I'm currently twenty-seven years old of this recording. I believe I was diagnosed around 1986.

Narrator:

Worried by his lack of progress, his mother took two year old David to see a specialist.

David:

She said that, not my mum- the doctor, she said that I was globally delayed and may need to be put in to special care. I think that’s what happened. However, despite being very emotional on the bus ride back home, Mum was really determined not to give up on me, and that I can never, never thank her enough for. Because, if it hadn’t have been for her, I wouldn’t have probably been the person I am today.

Narrator:

At aged three, David started his formal education.

David:

I had a teacher called Simon, but all I remember from him, from my mum, is that he helped kind of regain my voice back. Around I guess around the same time I got my diagnosis I stopped talking, and it wasn’t until I went to day nursery I started talking somewhat again, and he really did help with that, so I guess I could thank him for giving me back my speech.

My primary school was a unit amongst a regular school where you’d have non-special needs pupils interact with the autistic students usually during play-time.

You know some would interact quite fine with some of the other children; some might find it a bit more difficult. But it was a phase that probably had to be in order for people to understand more about the condition, and what can be done for them, for children’s autism especially to get used to interact to how things are in the real world because one factor of autism, as most people would know, is that many people with autism tend to shut themselves out, and it’s very difficult for them to open that door into the real world. But whilst it can be difficult, they just need to understand that they can have help along that journey.

My secondary school was a specialist centre amongst funnily enough another main school. Although I did have some rough times at each school, I do appreciate the work that went into both my primary and secondary schools and even my old day nursery for all the work they did to try and help me open that door I mentioned earlier, and help me escape myself, escape from myself rather, and come out into the real world.

Narrator:

David’s experience of inclusive education has helped him to build an independent life.

David:

Since I’ve grown up with a lot of people who don’t have autism, it’s a natural occurrence for me to think about others before, you know, thinking about anything to do with myself, or if there will be any consequences involved.

Yeah, when I try to be around people outside I know the best thing to do is to be nice to them because it’s the same thing, you know, I want people to be nice to me so I should be nice to them, its, you know, its common sense.

I’ve become interested in road maps ever since I’ve got my hands on a London A-Z. It really got me interested in wondering “I wonder where that place is” and “I wonder which buses go where”. Because, as soon as I got my freedom pass, I started travelling a lot on my own, and really took my knowledge of travel to good use and...

Obviously I won’t be able to know all the bus routes and where they go because there’s so many. But at least when it comes to the London Underground and other forms of transport, I’ve simply memorised all the stops and all the lines and everything else. It’s just incredible…

Well since I left school, I had got in contact with some people via the ‘world wide web’. The first person I met was a Cumbrian DJ called Terry, he helped me get established with a series of stories for children in hospital called ‘The Space Gypsy Adventures’ and I occasionally help to write up some material and send that to him to be used in future radio programmes. But now we’re hoping at the moment that it will become more than that.

I also work for an online publication called ‘Cereal:geek: animation of the eighties’, where there’s a nice man called James, really gave me a chance to sort of, show off some of my animation knowledge as it were. These sorts of things like helping out with these children’s stories and doing my work for ‘Cereal:geek’ has actually bought great joy to my life, as well as being with the friends I know.

I met Brendan when he later came to our secondary school in 1995. Both he and I ended up expressing the same interests in similar television shows. And now, after he’s left school, I have to say that I am incredibly proud of Brendan and his achievements. I mean, I think sometimes I like to think that his achievements dwarf mine, when he’s living on his own, he’s got his own motor scooter, yet his achievements are just so superb, I’m very proud of him, and I’m very proud that he’s my friend.

Brendan Pelage:

Hi, my name is Brendan Pelage, and I am twenty-seven years old.

Narrator:

Born in London, Brendan attended a mainstream primary school. Although he experienced some bullying, he worked within an SLT who helped him with his speech. Brendan then went to a mainstream secondary school where he met David.

David:

Was there any particular lessons that you enjoyed whilst at secondary school?

Brendan:

Yes I will… Well I

David:

Like I recall you did a lot of ICT work.

Brendan:

Yes it does…

David:

With computers

Yes with computers, doing my work, doing typing as well, and I also did some tests of numeracy.

Narrator:

After leaving college, Brendan moved into his own flat as part of a Supported Living scheme.

David:

So Brendan, how did all this help you to prepare yourself for moving into your flat on your own?

Brendan:

Well I moved into the flat I started to do the cleaning and clean up the flat. And also, do some cookery myself. And then I also watch the TV, or try and relax.

David:

So of course, all the skills you’d learnt at secondary school really did come in handy when you moved into your own flat.

Brendan:

Yes.

David:

And some of the skills at college as well.

Brendan:

Yes.

Narrator:

Since college, Brendan spent several years working as an office runner at the House of Commons.

Brendan:

When I started at the Houses of Parliament, I remember the team called Hansard. So I started to do the printer toner and putting it on the trolleys. Then I collected some post, to Southway, Northway and Millbank, and then I’d give it to them, to the people.

David:

So Brendan, you’ve also been doing a lot of karate classes recently.

Brendan:

Yes, yes. The Sensei taught me how to do these moves; punch and kicks and blocks and throws.

David:

You’ve also come a long way as far as coloured belts are concerned.

Brendan:

Well, because my colour belt would be white, red, yellow, orange, green, blue... and now I’m wearing the purple belt.

David:

So hopefully in that amount of time, three years, you should be able to, if you’ve practiced enough and of course won enough tournaments, then you would be able to win your black belt.

Brendan:

Yes.

David:

The ideal teacher for somebody who needs to work with people with autism, needs to understand that the pupils they’re teachings are different, but they can have quirks and characteristics, which can be beneficial to themselves, if given the opportunity for them to blossom, and allow themselves to express themselves in such manners but at the same time, also be understanding of the pupils needs.

People with autism, like myself, I wanted to help prove to them that they indeed can make their achievements come true if they work hard enough.