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Transitioning to Adulthood with a Disability: Disability Pensions

March 27, 2013 in Featured, Future Glimpse by Scott MacLellan

Before I went off to college, my parents wanted to make sure I was sound financially. To do so, they registered me for a disability pension.

Disability pensions can be obtained through a social services department (or your equivalent) and offer a set amount of money, usually based on the applicant’s income and disability, which is given monthly to go towards housing, medical bills, and other expenses.

If you’re thinking of applying for a disability pension, there are a couple helpful hints you should know before you start. First, there are long wait lists for pensions, so start the application process as early as possible. Second, you’ll need to gather a lot of documentation before filling anything out. Get medical records, tax receipts, mortgage statements; any bit of information you think will get you the money you’re looking for. If you need help, don’t hesitate to consult a lawyer or family doctor.

At first, the disability pension will seem like a lot of extra money, and it is, but it can be spent fast if you aren’t careful. During my first couple of months with a pension, while I was still at home, I thought it was great to be able to buy more books, movies, and other things I enjoy. The excess purchases quickly stopped when I got to college, and had to find money for rent, food, and bus fare.

It is important to maintain a budget with a disability pension. One helpful trick is to plan for regular appointments. Make a monthly schedule of medical appointments, work, and other outings, and immediately set aside the appropriate funds.

If you are dependent on parents or guardians, use your money to give back from time to time. Not only does paying for groceries or the occasional meal look good on paper, it allows you to contribute something, and is a way of thanking those who have helped you out.

Examples of disability pensions:

Next month: Transitioning from pediatric to adult healthcare, and becoming your own advocate.

DISCLAIMER: The legal details associated with some of the following topics apply to my personal experiences, and may differ from state to state. Consult with local professionals for specifics.

Transitioning to Adulthood with a Disability: Pre-transitioning

February 28, 2013 in Featured, Future Glimpse by Scott MacLellan

Pre-transitioning describes the steps I or my parents took in my teens that helped prepare me for adulthood. There are many things you can do to become more self-sufficient, but I’ve chosen to focus on two areas that were essential to me gaining more independence. Some of these points will be expanded on in later articles.

Medical Signing Authority:

I was sixteen years old, at a doctors’ appointment, and was talking about an upcoming surgery. My father was with me, ready to sign the appropriate documents, when the doctor passed the papers to me. I was old enough that I now had authority to sign my own medical forms. My doctor was gracious enough to explain everything in detail, so nothing was misunderstood. From then on, this was my responsibility.

Having signing authority, it is important to make sure all important information is discussed before anything is put to paper. Keep asking question, even if it’s about something that may seem trivial. Ask the doctor to write things down for you, or have a pen and paper on hand. Parents, guardians, or care-givers should still be informed for the sake of assistance or emergencies.  

College/University Selection and Application:

Looking into college or university can require a lot of extra planning if you’re disabled. Before even looking at course descriptions or tuition fees, you have to consider factors such as campus accessibility, disability support, and your personal limitations. I recommend taking a tour of the schools you’re interested in before applying. They allow you to meet with people and judge the campus’s accessibility for yourself. Meeting with a counsellor at the school’s disabled student’s centre (names will vary) is a must.  These counsellors can assess the needs of prospective students, and provide them with a variety of tools to make learning more accessible.

During the application process, I found it very helpful to keep in touch with my high school guidance counsellor. She was aware of my disability, and took that into account when helping me fill out my application. She even got in touch with the college I chose a few times to ask about my status.

First post about transition. 

DISCLAIMER: The legal details associated with some of the following topics apply to my personal experiences, and may differ from place to place. Consult with local professionals for specifics.

Scott is twenty-seven years old from Ottawa Canada. He is physically disabled, with Joubert Syndrome, a genetic condition similar to Cerebral Palsy. He has done a lot of public speaking about his disability, but this is Scott’s first time as a contributing writer regarding being adult with a disability.

He has a certificate in Scriptwriting, and hopes to ultimately end up working on a major science fiction television show. Right now, he is creating his own comic book with the hope that it will get published.

He lives with his parents and sister who are a great support, but are respectful enough to let him be independent whenever he’s able.

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Thank you to Mabel’s Labels for their sponsorship this month! Be sure to connect with them…

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Mabel’s Labels siteTwitterFacebook, andtheir blog! Subscribe to their newsletter here.

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Autonomy is a Kind of Monster, Too

February 25, 2013 in Featured, Future Glimpse by Robert Rummel-Hudson

image
On Friday, after having lunch with Schuyler, we stopped by, upon request, to see her special ed director. Nothing was amiss. Someone had made off with the director’s copy of my book, so she wanted the three of us to come by and autograph another copy for her. After Schuyler sprang off to class, we stayed and talked for a bit. Before we left, we scheduled Schuyler’s next IEP meeting, and we were given some surveys to fill out before then.

Surveys for us, and surveys for Schuyler.

Simple surveys, nothing dramatic. And yet, in reading through them, we both felt an uneasy fear creep into the room, a fear that had certainly visited us before. Indeed, I’m not sure it ever really left. At best it might have stepped outside for a smoke now and then before coming back in and settling on the couch for the long haul.

These surveys addressed that most enigmatic of all of Schuyler’s monsters.

The Future.

Do you plan on the student living with you after graduation? If yes, do you need information on Agency Supports and/or Medicaid, information on how to obtain Guardianship, information on Assisted Living Facilities?

What is your vision for the student after high school (ie. go to college, trade school, rehabilitative services, etc.)?

Schuyler is thirteen years old, which means that these questions would seem wildly premature for a neurotypical kid. Well, comparing aspects of Schuyler’s life to those of a typical girl her age is an exercise that usually does no one much good. Schuyler isn’t neurotypical. She’s isn’t like other thirteen year olds. She’s not all that much like other kids with neurological disabilities, either, really. She’s far behind in some ways, innocent to the point of naiveté, but also wise beyond her years in a lot of areas that matter a very great deal. In a sense, the question of The Future is one that has occupied us for the better part of a decade now. The only difference now is that we’re doing so in an official capacity.

There are pieces of that future that are becoming clear. Yeah, she will live with us after graduation. Will she catch up in school enough that college would be an option? I want the answer to that to be yes, I want to tell you that she’s delayed, not developmentally disabled, but of course I can’t. She might catch up, she might clear away some of the fog. I personally believe that she will, but it’s not an objective belief. It’s a father’s belief, and I acknowledge that it may be overbelief. If so, I embrace it fully, without qualification. I think she’ll be ready for the world one day, and on her own terms.

But not as soon as her peers. And maybe never in the way that they will be. Schuyler’s differences are significant. Her life will be similarly different, and I anticipate it will require her to do so from our home, at least initially. Until she finds her own Island of Misfit Toys, she will always have a home with us. Her chinchillas will be here, so I suspect she’ll be okay with that for a while.

And yeah, I suppose if it comes down to it, her future may very well include us retaining legal guardianship. I’m not ready to state that unequivocally now, five years before she turns eighteen. The thought of assuming legal guardianship of Schuyler after she turns eighteen feels like we’re stealing something from her, taking away something that we’ve all wished for so desperately, the very independence we’ve worked for so hard.

But the thought of NOT doing so? Terrifying. And more to the point, it feels like the worst possible dereliction of duty possible. We know in our hearts how unlikely she is to be ready by the time she turns eighteen. Admitting that feels like a kind of betrayal, but nothing like the alternative would. When Schuyler turns eighteen, the three of us are going to have to make a very hard choice, and none of the possibilities feel exactly right.

Guardianship seems a likely outcome, and just saying that out loud brings a black sadness that I can’t bury. I leave that sadness sitting conspicuously in the corner, untouched for now. We’ll face it one day. We don’t need to just yet.

There are questions on this survey for Schuyler, too. Five or six pages, actually.

I am interested in a career in the field of… (Followed by a daunting list of choices.)

Place a check by the traits that you feel are your strengths. (Also followed by many, many choices.)

After high school, who do you plan to live with?

Well. I’ll be curious to see her answers. “What do you want to be when you grow up?” is a pretty loaded question for kids with developmental disabilities. Judging from her early reactions to this line of discussion, the fact that those choices will be all hers is a daunting thought for Schuyler.

I’d be lying if I didn’t confess that the thought of handing over The Future to her is pretty terrifying to me, too. You can’t be surprised by that admission.

————

150x150_adMabelsLabelsThank you to Mabel’s Labels for their sponsorship this month! Be sure to connect with them…

Mabel’s Labels site,

TwitterFacebook, andtheir blog! Subscribe to their newsletter here

Did you know that Mabel’s Labels can help you fundraise? Check it out here!

What are Preschool Shoe Labels? Help your toddlers learn left from right AND label their shoes with their names!

 

Introduction: Transitioning to Adulthood with a Disability

January 30, 2013 in Featured, Future Glimpse by Scott MacLellan

Note from the editor: Scott will be writing here regularly about transitioning to adulthood with a disability. Please feel free to ask him questions in the comments for ideas for future articles.

————–

For a young person with a disability, becoming an independent adult can seem almost impossible at times. I know this first hand. I am twenty-seven years old, and was recently diagnosed with Joubert Syndrome, a genetic disorder with characteristics similar to Cerebral Palsy. I live with my parents, receive a disability pension from the government, and am currently waiting for accessible housing. Getting to this point required research, form-filling and lots of trial and error. I’m fairly independent and have two college certificates.

Since my early teens, I’ve become interested in disabilities and how I can use my experiences to help others in similar situations. At first, my involvement was purely social. I joined special needs athletics, like Taekwondo and sledge hockey. I attended a summer camp for disabled children, where I made many friends, some of whom later became college roommates. In high school, I was asked to sit on my area’s district council for Easter Seals as a youth representative.

As a youth representative, I was part of a group called the Leaders of Tomorrow. I spoke on behalf of Easter Seals Ontario about disability and accessibility awareness. When my time with Leaders of Tomorrow was over, I continued making presentations. Some were still on behalf of Easter Seals, but now I was frequently invited to speak on my own. Over time, I became more comfortable with talking about my experiences as a disabled youth transitioning into adulthood. I was now presenting to management at hospitals, classes at universities, and youth groups at summer camps. I’ve covered topics such as going from pediatric to adult healthcare, entering post-secondary education, getting a job, accessibility, invisible disabilities, and living independently.

Recently, I have been searching online for a way to share my message with a broader audience. I contacted Support for Special Needs, which seemed like the perfect place for me to start. Over the next couple of months, I will be writing a series of articles for the site based on my personal experiences, as well as helpful tips to make transitioning smoother.

After reading these articles, if anyone has any questions or topics they would like to me to discuss, please feel free to let me know.

————

Scott twenty-seven years old from Ottawa Canada. He is physically disabled, with Joubert Syndrome, a genetic condition similar to Cerebral Palsy. He has done a lot of public speaking about his disability, but this is Scott’s first time as a contributing writer regarding being adult with a disability.

He has a certificate in Scriptwriting, and hopes to ultimately end up working on a major science fiction television show. Right now, he is creating his own comic book with the hope that it will get published.

He lives with my parents and sister who are a great support, but are respectful enough to let him be independent whenever I’m able.

“I don’t know.”

October 29, 2012 in Featured, Future Glimpse by Robert Rummel-Hudson

It started as a good afternoon, a father/daughter trip down to a far away city see Schuyler’s godparents and enjoy a few days of fun. We were having lunch at a nice restaurant, and Schuyler was using her iPad to order her food.

I must admit, she was doing so under slight duress. When Schuyler is around people who mostly understand her impaired speech, she shies away from using her speech prosthesis, even now that she’s using the iPad instead of a dedicated speech device. She’s twelve, almost thirteen, and her powerful desire to pass for neurotypical has become a force of nature. We encourage Schuyler to be herself, but she has little use for neurodiversity as a philosophy in her own life. It’s heartbreaking, because “passing” is almost certainly going to lead her down a sad dead end road. If she succeeds 90 percent, she’s still a little girl with a broken brain and a disability that sets her apart from others. For now, however, as she begins to navigate the already difficult waters of her teen years, Schuyler remains deeply disinterested in exploring her differences.

But I pushed her to use her iPad, and it was going okay. The iPad affords her a needed measure of cool that her speech device never did, enough that using it publicly doesn’t cause her a great deal of embarrassment.

Well, not until her PRC LAMP Words for Life speech app began to crash. Repeatedly. And not until some basic design problems with the app and its layout caused her to accidentally clear the screen and force her to start over more than once. Schuyler was fine until technical issues (which I will most likely discuss in detail in a later post) became an embarrassment. Everyone was very patient, including our server, but still. Schuyler was desperately trying to complete a very simple communication task, and her device was failing her. It was making her look incompetent.

It was humiliating her.

As soon as she finally managed to place her order, after the server left, Schuyler’s meltdown began in earnest. Sensing where this was going, I took her away from the table, and as soon as we were away from everyone else, she began to cry. She didn’t cry gently, or cutely, either. Schuyler was sobbing, clinging to me, soaking my shirt and shaking while she cried. She was hurt, and she was angry. Angry at her iPad, angry at me for making her use the device when she could have just as easily pointed to something on the menu so that I could order for her, angry at everyone for being kind and patient while she worked through her technical problems. And angrier still at her monster. She kept pointing to her head and then signing “angry”.

Her brain was mad at her, she said.

After a few minutes of unrelenting tears, I grew concerned. Well, I grew more concerned, not about the crying but by the fact that it wasn’t stopping. I stepped back from her and put my hand on her chin, bringing her eyes to mine.

“Schuyler, ” I said, “why are you so upset? Why are you still crying?”

“I don’t know,” she said sadly, desperately.

Not casually, in the way that kids will say “I don’t know” because they’re not allowed to say “Kiss my ass.” Schuyler’s answer was a kind of pleading, a lack of understanding. They were words of desperation, born from mystery. Having said it, having expressed her confusion and her aimless rage, she began to calm down at last. long enough for me to get her to laugh through her tears and to break the terrible spell.

She didn’t know, but I can imagine why she was so upset. Schuyler lacks the words to say what she’s feeling sometimes, and she probably lacks a complete grasp of where her emotions are taking her in those moments. She’s too innocent, too guileless, to clearly understand what she’s raging against. I believe the frustration she wants to express might just be that she simply wants to be able order her stupid lunch with her own voice, just like everyone else around her, just to be able to say “I want the chicken chipotle enchiladas” without having to type it, and then retype it, and retype it again, on a device that she wishes was hers to play Angry Birds on, not to try with mixed success in some wholly inadequate and embarrassing way, to simply speak. To speak. Like people do. People who aren’t broken, who never think twice about how to say the simplest things. She cries, she rages against the world and her iPad and me and God, because we’ve all failed her. She cries because her monster is unfair, and she knows it, and the unfairness of it rankles her. If these concepts are unclear to her now, I suspect they won’t be forever.

Schuyler says she doesn’t know.

But I think perhaps I do. And knowing doesn’t help, not one damn bit.

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Please visit Build-A-Bear Workshop’s blog, where co-founder Julia Roberts shares her daughter’s special needs journey. We’re grateful to Build-A-Bear Workshop for supporting this community over the past year.

Living in the Future

February 13, 2012 in Community Wisdom, Featured, Featured Member, Future Glimpse by Robert Rummel-Hudson

I can always seem to find something to feel anxious about where my daughter’s well-being is concerned, because I am a special needs father and a bit of a worrier, so it’s part of my dadly gig. But when I’m feeling especially “life handed us lemons so we’re going to make lemonade, not stick them in someone’s eye”, I think about how lucky Schuyler is to be making her way in an age of wonder when technology has given her so much help towards enjoying a richer and fuller life. She’s living in The Future.

Schuyler’s speech device hasn’t just given her a voice. It has modeled and mentored communication for her, teaching her through daily use the intricacies and structure of how language works. AAC tech has made a difference in her life, perhaps THE difference, and while not all or even most of the obstacles in her life at the moment can be solved through technology, the fact remains that the impact technology has had on her life is immeasurable.

So when I was approached by Support for Special Needs’s own Jen Lee Reeves over the summer and asked to join her and Kate Canterbury in a proposal to South by Southwest Interactive for a panel exploring the use of technology in the disability community, I was especially honored to be a part of the event. When SXSW accepted Jen’s proposal, I was thrilled.

Now, in preparation for the panel, Jen has put together a special video project to hear from other members of the disability community on how their own lives have been impacted by technology. Here’s her video explaining the project:

I hope that as many of you as possible can take a few moments to plop down in front of a camera and record a little somethin’ somethin’ to record your own special needs tech stories and share them on YouTube, in response to Jen’s video.

To help get you started, here’s what Schuyler and I put together. The video and sound isn’t awesome, but Schuyler is fun to watch. And if you’re a fan of Animal Planet’s Finding Bigfoot program, you’ll enjoy pointing at my beard, which is now thankfully extinct, and saying “It’s a Squatch!”

Finally, if you’re in Austin during SXSW, please come by the panel on March 12th from 12:30-1:30 in the Lone Star room of Austin’s Omni Downtown hotel. I think the discussion is going to be extremely informative and fun, and we all might learn something in spite of ourselves. SXSW has also asked me to autograph copies of Schuyler’s Monster after the panel, so if you’ve been wanting to tell me what a swell guy OR what a jerk I am, that’ll present the perfect opportunity. I’ll sign your book either way.

ABCs on the Avenue to Advocacy

December 26, 2011 in Community Wisdom, Featured, Future Glimpse by Erin Breedlove

Advocacy, in terms of a special need, is hard work. It’s a skill that is developed with time, but it’s a vital skill for your child with special needs to learn at a young age. Why? Because as hard as it may be to grasp, you, as the parent, won’t always be with him or her to make sure that his or her needs are being met. Especially when they get to be my age and independent during their time away at college, they are their own best advocate and know their needs, at times, better than you do as their parent.

One of the most common questions surrounding the concept of self-advocacy is the question of age. How young is too young? My answer to that is simple. It’s never too early to teach your child the ins-and-outs of dealing with people, coping with the condition, and the art of being grateful for the services that they are provided.

The second, and perhaps the most important, question asked is that of how you teach self-advocacy. Admittedly, it’s not an easy concept to teach, but it’s an even harder concept to learn. So, three steps should get you on the right track to having an advocacy superstar!

Activate. Let your child take a small role in their care and management from a young age. Activate that interest within them by showing them what’s involved in drafting the IEP before the meeting, e-mailing the doctor to verify medication dosages, and preparing morning medications. Ask them, depending on age, how you should word e-mail or which medications they should take at the time. Give them an active role in the process of their own self care, and when self- advocacy transfers to the school setting, the fears and anxieties associated with asking questions to have needs met will be minimal. Just watch. They’ll start to want to help you manage their care, and some of your burden as the parent will be alleviated.

Believe. Let your child know that you trust him or her with understanding and knowing his or her needs.  This comes with a warning, however.  Believing may require your child to take risks that may cause them to fail, and you, as the parent, may look on in agony, but that’s the only way your child, just as anyone else, will learn right from wrong or will learn what works best in their situation and what might not work as well. By allowing these risks, you’re showing your child that you believe that they are capable of living a productive, happy, and healthy life while successfully managing their needs and their care. If you believe in them, they’ll believe in you!

Charge. Once your child is of age, and in most states, that means that they are fourteen, charge them with one new advocacy responsibility per year until the age of 18 or 21, depending on what is required of them.  For the first year, many students run their IEP meetings with the assistance of the team, just as you do.  You may need to assist with writing and making appropriate phone calls and other contacts, but ultimately, especially in the school setting, your child is the expert on his or her academic and social needs.  The expression and vocalization of those needs and desires may be difficult; however, part of the road to advocacy is identifying the weak points for your child in an effort to strengthen them and creating and molding a self-advocate that can’t be shaken.

As always, if you can share any of your personal experiences with training your child to be the best self-advocate possible, feel free to sound off in the comments!

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Editor notes: Erin is a college student with cerebral palsy who is passionate about advocacy, educational psychology, creativity among students with disabilities, and gifted students with disabilities. She is a regular blogger and social media activist and enjoys writing about her experiences as a young adult, twin, student, and future professional with a disability. Follow her on Twitter at @ErinRBreedlove

 

Do Unto Others

April 8, 2011 in Featured, Future Glimpse by Kristen Witucki

Sixth grade was almost over, and I was looking forward to the summer, a long stretch of time during which I could read, write and think without my classmates’ harassment. Although this was almost definitely not accurate, I knew everyone hated me, and I would move on to seventh grade in the junior high, which meant a bigger school where even more people could hate me.

The spring morning was gorgeous, and the sixth grade was lined up in two lines: boys in one line, girls in the other. That time before the morning bell rang was the second worst time of the day. (The only time which was worse was lunch and recess. I had lined up lots of activities to get out of these times: newspaper, helping in the computer lab, art lessons, writing enrichment. But they didn’t work every day). I stood between the lines, talking to my male co-helper in the computer lab when a kid named Bryan Otis, who had made fun of me every day for the last two years or so, began to tease me by ordering me to get into the right line.

My mother knew about the teasing kids, of course, and her advice to ignore them flashed across my brain. I knew she was right, but … “Why would I want to, Otis?” I heard myself say. I was as startled as my classmates were, maybe even as startled as the kid who had suddenly been moved into the scapegoat position with one quick move.

“You call me my right name!” he shouted, “Or don’t talk to me at all!”

“Ok,” I told him, my serenity surprising me even more. “Why would I want to, … Bry-an?”

Then I stopped, my bravado gone. The bell commanded us to go inside. A few kids congratulated me under the clamor of our entrance. But I felt ashamed.

For so many years, I had tried to listen to my mother, to ignore kids who made fun of my blindness and geekiness. But I always ended up crying instead, giving them more ammunition. Still my mom’s advice stayed the same. She would advocate for any of my academic needs, but the social issues were mine to work out. After all, her telling the teachers to intervene would only make things worse for me. I was just as conflict-phobic as my mother, and yet here I was, starting conflict. I burned with this new power, a combination of pride and intense shame. And after that incident, the kids more or less left me alone. I moved on to junior high and made more friends, and oddly enough, the few relapses were easier for me to ignore. Just one outburst had helped.

Now as a parent myself, I wonder what to say if and when my son comes home from school with a story about being teased. Of course, I don’t want to advocate violence or even insults. I don’t want him to feel like he is alone in his feelings either. Perhaps I will tell him this story, letting him read between the lines: on very specific and desperate occasions, verbal retaliation is not always a bad thing. Or maybe by then, I’ll figure out another way to help him work it out.

Kristen Witucki is a writer whose work has appeared in The Huffington Post. She has been totally blind since birth. She graduated from Vassar College with a BA in English, a minor in German and certification to teach English in New York State.  To support herself, Kristen works in the Member Services Department at Recording for the Blind & Dyslexic. She has written a novel which she hopes someday to publish. She lives in Central New Jersey (where New York is the big city) with her partner, James, who is also totally blind, and with her guide dog, a black lab named Tad and with their new baby boy, Langston.

You can follow Kristen at her blog and on Twitter. We would also LOVE for you to vote for her to win a new Medela breastpump for her return to work next week. As Kristen says, “This pump is lighter and just as powerful, which is extra valuable to someone who uses public transit and a Seeing Eye dog with which to travel. I had to put up a picture and write a 25-word caption, so I used my caption to highlight the fact that blind people can and do parent. I would appreciate your sending this to any friends you have who are interested in promoting breastfeeding, promoting blind or nontraditional parents, or procrastinating.  It would also be wonderful for the fact of a successful blind parent to be shown to Medela and all the hospital professionals and other medical personnel who use the site.”

There are side-effects to surviving

December 6, 2010 in Future Glimpse by Admin Dawn

Bee LavenderBee Lavender is the author of the award-winning memoir Lessons in Taxidermy: Diagnosed with cancer at age twelve and perilously pregnant at eighteen, surviving surgeries and violent accidents: Sometimes you can’t believe Bee Lavender is still alive; sometimes you think nothing could kill her. Lessons in Taxidermy is Lavender’s fierce and expressive search for truth and an elusive sense of safety. This autobiographical tale is stark and resolved, but strangely euphoric, tying together moments and memories into a frantic, delicate, and often transcendently funny account of anguish and confusion, pain and poverty, isolation and illusion. While staying conscious of the particulars of her circumstances, Lavender frames her life in the context of history, traveling, landscape, and freak show culture. Lessons in Taxidermy is apocryphal, troubling, cathartic, and important.

We interviewed Bee about her experiences to ask her what parents can do to help their children who are going through a medical crisis.

Children who have been seriously ill go to a place where they are absolutely alone and where their parents can’t follow. How can parents support their children as they face these very scary challenges?

The first and fundamental principle is simple: always tell the truth. No matter how difficult, unwieldy, or frightening, it is better by far to acknowledge what is actually happening. Yes, this is hard – especially if you are talking about painful and messy procedures, serious permanent disabilities, or the possibility of death. But even the youngest children have the capacity to understand what is happening, and developing a framework will help them cope with the process. Saying “this will hurt” is always better than pretending otherwise. Saying “we don’t know what will happen” is always better than promising a miracle that might not come.

Truth doesn’t hurt. Surgeries hurt.

In your book, you write about your ability to separate your body from your mind in an effort to deal with the pain of your cancer. Have you been able to come back to your physical self? Do you have thoughts about how parents can help their children retain that sense of self?

It is fair to say that sustained and routine trauma is not a desirable formative experience. In my particular case, I learned to compartmentalise. Pain and pleasure go in separate boxes, learning and love happen on their own. It took several years before I could even let the food on my plate touch, let alone the emotions or whatever you want to call the stuff boiling around in your brain and chest. I had to take small and incremental steps toward normal behaviour – the ability to think, yearn, fail, all at once, losing control, letting life happen, feeling it.

I still lack certain forms of empathy. I grasp that there are no hierarchies of suffering, yet I am dismissive of pain in myself and others. When my friends (or children) complain about something they find deeply important, I often catch myself thinking they should go get some real problems. Though at least I have learned to think it instead of saying it out loud.

There is no tidy way to help a kid in similar circumstances. There are side-effects to surviving.

How has being a writer helped you process your experience? Do you think parents should help their children journal (either via writing or pictures)?

From my earliest years I remember thinking that words were my friends, and putting them in a certain order to convey stories was a tremendous distraction from all manner of mayhem. From about age five or so I wrote fiction, and the activity was hugely entertaining and a much needed distraction. Other children might have a different set of needs, but I think that the desire for escape is valid and necessary.

Distraction, even obsession, can be better than therapy, when your life is organised around medical treatments. By the time I was eighteen years old I had several hundred surgical scars on my body and I would have rather stabbed myself in the eye than talk about my illness: dreary, boring, obnoxious illness! Cancer, cancer, cancer, ugh. Give me a movie, a concert, a new album to listen to, book to read…. art, literature, and politics offered solace and a way forward. For other people it might be sports, video games, knitting, whatever, just something external, something to think about other than the failures of the body.

I didn’t keep journals as a child, and never wrote directly about my illness until I was about 29. I don’t think it would have helped *me*, except to keep track of dates for later publication. In fact, I don’t think documenting the experience would have been especially healthy, because doing so would have been another way of assigning a privileged meaning. I think the most empowering thing is to learn to say “the disability is part of me, but it does not define me.”

Did you feel you had to protect your parents from your fears? Is there something they could have done to relieve some of that burden?

Yes, I wanted to protect them, and the need to do so was both explicit (I was told not to cry) and implied (being brave made it easier for everyone to play their part). I agreed with these values at the time and I still do. Life was seriously difficult for me, but my parents were there too. They had to watch me suffer, but they also had to deal with the administrative details, and pay the bills. Even now, with children of my own, I simply cannot imagine the anguish they were forced to endure. I was stoic, but my parents were heroic.

Decades later and thousands of miles away, my first thought when I have a medical appointment is how to prevent my mother worrying about me, or knowing at all. If I had one magical wish it would be to take away the pain that she suffered raising a sick kid. Both of my parents did their absolute best in a terrible situation, and asking for more – for niceties of behaviour or etiquette – is foolhardy at best.

The only way our collective burden could have been relieved was simple, and structural. My health insurance came from my mother’s job. The money to pay what the insurance didn’t cover came from the overtime both parents worked. I was literally alone, because they both had to work desperately hard – just to keep me alive.

The only thing that could have relieved our collective burden would have been universal health insurance. I believe that every citizen of a wealthy nation should have access to basic medical care. I moved to England six years ago because of the National Health Service, and I have no plans to move back home until health care reform is a reality instead of a promise. I do not want any of my loved ones to sacrifice their dreams to my illness.

Finally, medical issues force children to give up control of their bodies and their physical privacy in lots of ways. Do you have any thoughts about how parents can protect their children or give them some measure of autonomy given the reality of their medical needs?

In a purely practical sense this is an unobtainable goal. Whether you are talking about a crisis medical situation or long-term maintenance of a disability, you just can’t expect much privacy. Your body is being inspected for a reason, and the people looking are generally doing their best to help.

However, I do think there are limits. Speaking as someone with an “interesting” and rare disorder, there have been countless times when an examination seemed to be more for the prurient interest of staff than any clinical reason. Sometimes I have no choice but to cooperate, especially when using teaching hospitals. But I always make an effort to achieve at least a symbolic level of privacy.

This can be as simple as insisting on a curtain around the examination table, or an introduction to the people poking my flesh.

But privacy is more than just showing skin. It is about control, autonomy, narrative. The best thing that my parents did was allow me to own my story – to decide when and how to talk about the disease. Or not.

Kevin Michael Connolly: Staring Back

September 1, 2010 in Future Glimpse by Admin Dawn

Kevin Michael Connolly is a world-traveler, a scholar, a photographer an author and a world-class athlete. He was also born without legs. We spoke with Kevin about the ways his parents inspired him, how athletics helped his confidence and why he doesn’t consider himself an inspiration.

Double Take turns the tables on people who are looking at you. As a child, how did you come to terms with the staring? Was it a process? How did your parents help you handle it?

I would say that I was reasonably fortunate that I grew up in small town, and after my first few years around the community, the staring subsided as the novelty died off. Even as a small child, I enjoyed being the center of attention – and with how normally my parents treated me growing up, I never really came to understand that being stared at could be a “bad thing.” It wasn’t even until I was out of the country and on my own that I began to realize the level of frustration that it could sometimes cause.

In the third chapter of the book, my Mom introduces a very simple game to me called “What If”, in which she posed a series of hypothetical scenarios, and it was my job to try and figure out what to do in any given situation. I think it was this early exercise that helped with my problem solving skills, as well as my ability to deal with the stares later on in life.

You were a silver medalist in the 2007 Winter X-Games. How did your athleticism growing up contribute to your self-esteem?

I also received a bronze in this year’s X Games! I think that just like anyone growing up, athleticism allowed me to find something that I was good at outside of school and team sports. I think that everyone – especially at a young age – needs to have at least one thing they feel they are good at. It’s what helps you define yourself at a young age – and I think it was that early sense of personal definition that helped give me a confidence in my teenage years.

You mention (in other interviews) your frustration with being pegged as “an inspiration” or “heroic” because of your physical challenges. How does this perception from others hinder you? How have you learned to separate how others see you from how you see yourself?

Yeah, I’ve really made an effort to make that separation, and I think that through the writing and publishing of Double Take, I have largely come to terms with that distinction. I think they main issue that I take with the “heroic” and “inspirational” labels is that it sometimes comes across as another, slightly more positive way, of calling someone disabled. Having been born without legs, I’ve never known any sense of contrast or ‘loss’, and as a result it feels like a bit of a misnomer to labeled as an inspiration for simply existing. One thing I talk about in the book is this idea that the dualism of “disabled” and “abled” doesn’t really exist. Instead, I believe that it is more of a fluid, moment-to-moment spectrum that is largely dependent on our ability to carry out an action at any given time.

For instance – when I’m carrying my board and camera up a big flight of stairs in Ukraine, I could be considered disabled because I’m less able than those around me to complete the given activity. However, when I’m passing those same people a minute later on my skateboard – thus performing more efficiently than they – is it really fair to leave on such a label. I think that any static labels – whether its ‘disabled’, ‘inspirational’, or ‘heroic’ – are really for me. I prefer the more practical – ‘no legs.’ Simple, practical, and no false expectations!

People have a tendency, too, to infantalize both children and adults who have a visible or apparent disability. How can parents help their children to confront this and challenge it?

My Dad would probably say “make sure to give ‘em a kick in the ass” and I don’t know if I would disagree. I think that the best thing my parents did from a very young age was challenge me both physically and intellectually. Between my Dad’s hiking trips and wrestling matches, and my Mom’s games of causality – I was forced to grapple with, and compensate for many of my physical shortcomings from a young age. My parents were always present in my life, but very adamant that I figure things out for myself. Whether it was hopping onto a countertop or hiking my way through a forest – my folks always thought it would be best if I figured it out. I think that sort of a self-sufficiency is probably the most important thing to drill into someone at a young age. That, and being proud of your independence – so that when someone questions it, you can give them a kick in the ass.

You can see more of Kevin’s work at his flickr page. You can also read his blog and follow him on twitter. We’ll leave you with one of the videos from his YouTube channel showing you what it’s like to get through a crowded city on his skateboard.


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