Trigger warning: This article includes strong language and discusses active shooter scenarios.
This morning, as I packed my son Alex’s backpack for school, I found myself grappling with a disturbing thought. While untangling his dog tags from the straps of his bag, I realized that in the event of a lockdown, his diabetes bag—filled with essential supplies like juice, candy, and his emergency medications—would be with him. However, the jingling of his dog tags, which he had removed the silencers from due to sensory issues, could potentially draw unwanted attention in a tense situation.
The immediate solution seems straightforward: purchase new silencers or simply remove the tags altogether. We plan to get him some new silencers soon, and I’ve replaced the noisy tags with a silent medical alert bracelet, which he has consistently refused to wear. The tags were a compromise since he wouldn’t tolerate the various bracelets we tried, and they also indicate his autism along with his type 1 diabetes, which the bracelet does not.
But here’s the crux of the issue that truly unsettled me: Alex has difficulty remaining quiet. If instructed to move to a safe space, he would likely follow his teachers’ guidance. However, expecting him to stay silent for an extended period feels unrealistic. He thrives on movement, often skipping, running, and talking incessantly. The thought of teaching a six-year-old the importance of silence during such a dire situation is overwhelming. How can I convey this to him without inducing fear?
I came across an interview with two educators who are also parents of children with special needs. They developed an Individualized Emergency and Lockdown Plan (IELP) designed to enhance the existing Individualized Education Programs (IEPs) for special needs students. Their approach includes outlining students’ strengths and specific needs that must be addressed for their safety during emergencies. While we’ve touched on medical needs in Alex’s IEP, the autism-related aspects had never crossed my mind until now. I will definitely raise this topic at our next IEP meeting, particularly their insightful suggestions about using social stories and the importance of regular practice.
One of Alex’s strengths is his lack of fear, which both comforts and terrifies me. He doesn’t flinch in the face of darkness or the idea of hiding. Yet, the alarm bells that signal a lockdown might distress him. In a worst-case scenario, would he freeze if he heard gunshots? Would he scream if startled, a common reaction when he feels overwhelmed?
From a communication standpoint, his challenges lie in following instructions. While he has an extensive vocabulary, he can easily become unfocused and needs frequent redirection. In an emergency, would he be able to comprehend the need to hide? If framed as a game, he might find it amusing, which is not ideal.
On the sensory front, he doesn’t typically chew on things, but he has a security blanket at home that he uses for comfort. Perhaps I should consider including a smaller version of this comfort item in his bag for school? Parent-teacher conferences are on the horizon, and I intend to discuss this further with his teachers.
I reached out to his teacher to inquire about any prior drills they had conducted. Thankfully, she has been wonderful with Alex and confirmed they practice safety drills regularly, referring to them simply as “safety” drills. She assured me Alex participates well and hasn’t shown any negative responses, which I take as a relief. I would prefer him to remain unaware of the underlying reasons rather than filling him with fear and anxiety, which can complicate his diabetes management.
Meanwhile, my younger son, Max, experienced a lockdown drill at his preschool this week. He is only four years old. In light of recent tragic events, the staff felt it was necessary to implement these drills, but I worry about how Max will process this information. He’s sensitive and already shows signs of anxiety, and I’m uncertain how to approach this topic with him.
There are moments when I question the decision to bring children into a world filled with such chaos. Yet, I’m inspired by young activists, like the students from Marjory Stoneman Douglas High School, who are advocating for change. I hope that one day, we won’t have to worry about such drills. A parent can dream.
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Summary:
This article discusses the challenges of keeping a child with autism safe during an active shooter situation, focusing on practical solutions, communication, and the emotional toll on parents. It emphasizes the importance of individualized emergency plans and open communication with educators to address both medical and autism-related needs.
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