Hartland Graduate Inspired by Autistic Son to Become a Special Education Teacher

Mariann Palmateer's devotion to her 11-year-old autistic son, Lewis, led her to a job she didn't initially plan but loves — special education teacher.

“It was the best way to be the type of parent I needed to be,” said the 1994 Hartland High School graduate, who initially began as a volunteer at Lewis’ preschool, but later began working there full time and back to school to earn her degree in education.

"There are days when I wonder why I did not find some other more lucrative profession, but I always get over it, and come back to school the next day, ready for the fun part of being a teacher.”

Among the joys she experiences as a teacher at the Carden of Tucson Charter School in Tuscon, AZ — helping children to overcome a concept with which they struggle. For instance, Mariann recalled what it was like on the Friday when the tsunami and earthquake hit Japan, and how she approached the discussion with her classroom.

“We talked mostly about what a tsunami is, and why it causes so much destruction. Then, we looked at some of the photographs and the students shared what they thought,” Mariann said. “For children, especially those with special needs, it is difficult for them to engage in such discussions because it is very abstract. My students and son react more to things that are happening to them. We deal with it in a matter of fact way by discussing what the problem is, and what the options are for dealing with the problem.”

Advice for autistic parents

Mariann’s advice to parents of children with autism is to be proactive and intervene as early as possible.

“After working with my own son, and many other students, I’ve discovered that the ones that get interventions early do far better than the ones that don’t.”

Mariann recommends that parents try or ask about the following types of interventions:

• Speech therapy
• Occupational therapy
• Sensory integration therapy
• Play therapy
• Applied behavior analysis

“The key is to get as much therapy done as possible while the brain is still in its early stage of development,” said Mariann, “There comes a point where many children do not respond as well to therapy as they get older.”

Teaching her son

Mariann, a single-parent who moved to Arizona in 2005, said she's constantly inspired by her son, who plays the snare drum in the school band, volunteers as a dog walker at the local animal shelter, and competes in sports at school despite what some would call limitations.

“He is smart, funny and talented,” Mariann said. “I wish I could be more like him in some ways.”

Lewis was diagnosed with autism when he was 2-years-old. Mariann said that at the time he didn’t speak at all, and didn’t develop functional language until he was 4.

“[Lewis] is considered to be a high functioning autistic because he has the ability to speak,” Mariann explained. “His early play was very repetitive and included touching the vacuum hundreds of times a day.”

Her son was diagnosed with dysgraphia, a written language disorder, when he was 6.

“My son has fine motor control issues which make it difficult for him to hold a writing utensil,” Mariann said.

Lewis has shown improvement after 10 years of occupational therapy but still struggles. Yet, his perseverance continues to motivate her.

“I would challenge anyone to walk in his shoes for just one day and then go back to their own life," she said. "What an awakening experience it would be. I get to be on the sidelines, watching him grow and develop. What an joy, and an honor it is to know a person like my son. I am truly lucky. I know that someday he is going to do great things. Even now, there I times when I get to say: 'Yep, that's my son.'"