*   Find a hairdresser who is patient, understands the situation, and cuts hair at a fast pace.

*   Prepare the hairdresser prior to the first appointment. Be
     honest and say your child may be non-compliant and for the hairdresser to warn other staff. Give the hairdresser written information on autism. 

*   If possible, try to get an appointment 15 minutes prior to the salon opening.

*   Try and get appointments regularly. Doing it as frequently as every 2 weeks will help with familiarization.

*   Brush your child's hair regularly so that he gets used to the sensation of someone touching his hair.  If possible, have this put in their IEP.

*   Don't take your child for a haircut when they are tired.

*   Prepare your child prior to the appointment with visual
    resources such as a book which has photos of salons, hair
    dressers, seats, scissors, clippers, smocks or aprons, etc.

*   Get your child to wear old clothes if they are happier without the apron or smock.

*   If it is easier, have your child sit on your lap.

*   Take your child's favorite food, toys, books, and siblings
     along to entertain them during the haircut.

*   If all of this fails, try another hairdresser or get one to come to your home.

How many Special Education Administrators does it take to screw in a light bulb?

First, a parent and several teachers have to get together and agree that the light bulb doesn't seem to be working well. Then they need to put their concerns in writing. Then another team is convened to look into the situation. They too agree the light bulb isn't working but they want to try some informal things; they dust it off, tighten it, juggle it and wiggle it.

Then if it still doesn't work, the psychologist has to test the light bulb and see if there is a discrepancy between its potential and the actual amount of light its giving off, a medical doctor has to examine it for any possible physical problems, and then a Speech/Language Pathologist has to make sure it clearly understands what it's being asked to do (receptive communication) and is capable of responding to that communication (expressive).

After that, another team needs to be convened to talk about the results these individuals have had regarding the light bulb. If all members agree the light bulb isn't working, then they have to debate the many reasons as to WHY the light bulb may not be working. Some will say it was manufactured incorrectly, others will say it was mistreated or neglected before it arrived, no one will admit to mishandling the light bulb since it's been in their possession. Eventually they will agree on one or more reasons.

The next step is to set up an IEP (illumination efficiency plan) that will above all be cost effective. The school will want to replace the light bulb with candles or oil lamps or they may even argue that the sunlight is all that is needed, but parents will fight for the new extended life, bright, shiny bulbs. Generally, they end up with a used, low-cost bulb.  Occasionally they will start with a new, low-cost bulb.

After that's decided, then and only then is it time to actually attempt to replace the bulb, but it will be several months, maybe years before this actually happens. They always forget to write in an actual name on the IEP as to WHO is responsible for changing the bulb.