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goals identified in his IEP and PCP. They include violin lessons, physical recreation, a theater arts class, and volunteer work at the local public library. While enjoyment and skill development are two positive outcomes of these activities, they also foster

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opportunities for increased self-awareness in areas of strengths, capabilities, and challenges explored through a variety of roles and experiences.

7.1.8.1 The musician. At the encouragement of his mother to learn a musical instrument, Jack chose the violin and has taken lessons once a week for the past two years. Andromeda recalled their early conversation,

I’m thinking keyboard, guitar, even drums. I said, “What instrument do you think you would like to learn?” He said, “I want to learn the double bass.” I said, “The double bass?!” He said “Yes, because I want to play Peter and the Wolf. I want to do Peter's Theme.” I said, “Jack, I don’t think I can find anyone to teach you the double bass but there is someone who could teach you how to play the violin.” He said, “Well that is a good start!”

Jack’s instructor teaches using the Suzuki method. With this method, new students learn to play by ear before an introduction to musical notation. Environment plays a central role in a student’s success, with encouragement and collaboration emphasized over competitiveness. Jack’s practice sessions are built into his daily schedule except for

Fridays. His violin and bow are marked with blue tape, indicating appropriate placements for fingering and bows. Andromeda commented, “It’s amazing that someone with his fine motor problems can actually do this.” When practicing, Jack keeps an open binder with instructions, sheet music, and a reward schedule on a table in view. He begins with practice drills, moves on to memorized pieces, and then plays newly introduced and more complicated compositions. When playing these more challenging songs, Jack will

occasionally pause, closes his eyes and take calming breaths before beginning again. In response to the comment “Jack, you have many talents!” Jack smiled and responded with

confidence, “Yes, I know!”

7.1.8.2 The thespian. Jack attends a theater arts class through a community art center once a week developed specifically for youth with developmental disabilities. Three instructors lead the class and five to six peer volunteers partner with participants to

socialize and provide assistance, if needed. A large, laminated picture schedule is displayed on an easel in the center of the room. During an observed class session, participants were charged with the task of assigning characteristics (special powers, emotions, occupations, habits, funny quirks, etc.) to their earlier crafted papier-mâché masks. Instructors presented various options using pictures pasted to small index cards to assist in their choice-making. Rather than partnering with a peer volunteer, Jack picked up his mask representing Zeus, and sat between Perseus and his care provider. At times during the class, Jack would affectionately lean on or drape his arm around one or the other. Although he seemed somewhat disengaged with the class activity, Jack consistently responded on topic when asked questions or as something came of interest. During the final sharing segment of the class, Jack appeared at ease as he stood confidently in front of the class and animatedly acted out his character’s traits.

7.1.8.3 The athlete. Jack participates in many recreational sports including swimming, bowling, tennis, and racquetball. He also enjoys going for walks with his brother. Integrating physical activity into Jack’s day has become a priority for Andromeda. She explained,

It started when we moved here and he saw the tennis courts. He wanted to play. He said “Let's play some tennis.” So I said ok! We went out and bought a couple of cheap rackets and a bag of balls and we just started hitting the balls. Around the

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time of puberty, behaviors were getting - not quite crazy but kind of slipping off and I noticed there was something about playing a sport like tennis or racquetball and the concentration and running and hitting the ball. The negative behaviors decreased. The ability to focus increased. Then when it started getting cold we stopped and I saw a rise again. Just a physical activity and running - it does something. The teacher came to me after three or four weeks of picking up racquetball and she wanted to know what medicine I had put him on.

Of their walks together, Perseus commented, “Jack is very competitive…we will go for a walk and that's the joke, because for over half of the walk we end up running.” Jack’s teacher, Ms. Aurora agreed.

Jack has got a thing about competition. When students are in gym and someone else is winning, Jack will get mad and he might even whack one of them. Then there was the thing with Special Olympics. We were looking at some of his pictures on his camera and we noticed that when he didn't win first place, he would put his foot up on the first place pedestal. So… he is not happy for the other person when they win. He is not a gracious loser. Sometimes it scares and intimidates the other kids.

Of competition, Jack shared, “I like competition when I win, but when I lose it makes me upset!” Mindful of this, Andromeda is cautious in selecting Jack’s physical activities and often opts for individually-oriented sports, such as swimming, over team sports.

7.1.8.4 The library volunteer/patron. Once a week, Jack volunteers in the children’s department at the local public library. His responsibilities include straightening

the shelves and rearranging misplaced books. Although this is a volunteer position, Andromeda pays Jack $4.00 per shelf. In learning his job, Jack followed the following visual prompt created by Andromeda:

Figure 11. Jack's Shelving Guide

After finishing his work, Jack is able to spend time exploring the shelves for his own interests. As with many of his other activities, routine and rules are in place for choosing books. Andromeda explained,

One of the care providers came out with something really good that we've been doing. When Jack goes to the library, he picks two books that he has never seen before, two books that he has seen before and two books that he can learn something from.

Without this structure in place, Jack is inclined to choose the same books

repeatedly. When asked of the impact of libraries in Jack’s life, Andromeda commented, Huge. Huge! Not only does it give him a skill that he is good at (shelf reading), but we can branch off into new interests through the library. The library has opened Jack up to different things. If he has an interest, he can go further into it. Like mythology…he got one of the Eyewitness books on ancient Greece and when we

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finished that he saw one that was on Ancient Egypt. So there is Egyptian mythology too. So he branched out that way and then he went on to China. Of the librarian’s engagement with Jack, Andromeda shared,

The public librarians are awesome with Jack. They adore him. Everyone in that library does. When he hears about a book they don’t have – they order it for him. If he is reading a series and a new one comes out, they make sure he gets it. It’s the attitude that they have that makes the difference. They are open to him. They have patience. When he comes up to that desk to ask a question, he is treated with respect.

7.1.9 Jack and leisure activities. Of all Jack’s scheduled activities, he particularly