web analytics

The Teachable Moment

November 12, 2012 in Featured by Robert Rummel-Hudson

Today at a local store, Schuyler encountered two exceptionally mean-spirited young teenaged girls who were mocking her behind her back as she played a video game, completely oblivious to what was going on. As I walked up behind them, I heard one of the girls say, “I’ll bet she’s retarded.” Then they saw me standing there.

I have a confession to make. I am terrible at teachable moments.

This certainly isn’t breaking news, or even a recent epiphany. Schuyler has had a diagnosed disability for over nine years, and an identifiable one for longer than that. Her behavior can be odd; her speech can sound Martian. While in many ways hers is an invisible disability, it does’t take much in the way of observation to come to the conclusion that she is a very unusual little girl. And human nature being what it is (ie. dependably horrible), we have never had a dearth of condescending looks and snotty remarks to deal with. We live in a North Dallas community that probably prizes conformity more than most, so I’ve had plenty of opportunities to develop a thick skin and sensitive reply for the decided insensitive remarks that generally accompany Schuyler in her progress through this grand rough world.

But I’ve never gotten there. I’ve never reached the point where I could sigh, collect my thoughts and then patiently explain why Schuyler doesn’t talk, or why she behaves the way she does, or why hearing a term like “retard” can be so devastating to families like ours. I’ve never achieved the ability to transcend “protective father” and embrace the teachable moment.

I wish I could say that when faced with rudeness or even abuse directed towards my daughter, even in the absence of patience and an appreciation for the opportunity to shine a little light into a dark world, I at the very least will wield my authorly wit (a dubious thing to begin with) and eviscerate the insulting party with a cutting barb of my own. But the sad truth is, I rarely even rise to the occasion that much. When faced with a hurtful world, my response is fast, confrontational and decidedly uncivilized. I can usually be counted on to provide a two-word response, and not “Happy Birthday.” I become Caveman Dad.

This is what happened today. My response to the girls wasn’t constructive. It wasn’t kind, or educational, and it wasn’t appropriate. When they returned several minutes later with their grandmother, my responses to her were similarly unimpressive, unless perhaps you’re a casting agent for a basic cable reality tv program. Fortunately for me, the grandmother seemed to know her grandkids well enough not to be surprised by their behavior, and the whole thing was defused quickly. There were no apologies, but no one called the cops, either. I’ll take that.

Any time I mention incidents like this on Twitter or Facebook, I inevitably get lots of “Go get ‘em, Dad!” responses, and they certainly do make me feel better about my hot head, my short fuse and my harsh language. Well, in the short term, anyway. But the truth is, I’m not proud of my reactions. I’m not just a dad looking out for his little girl. I’m also an author and speaker on disability issues. And theoretically at least, I’m a role model for my daughter. (Stop snickering back there.) I’d like to be able to display a higher standard of behavior. I’d like to do better; I’d like to BE better.

I’m not sure what the answer is to this problem for me. The piece that I seem to be missing the most, patience, isn’t one that I come by easily. And every time someone says something horrible or insensitive to Schuyler in front of me, I can’t help but wonder how many nasty things she hears when no one is present on the scene except her classmates and peers. It doesn’t help that she’s becoming a touch paranoid about what people are saying about her. It’s clear she’s heard enough to fill in the blanks herself when she’s unsure. Shy of even her thirteenth birthday, Schuyler has become a little jaded about the people around her, particularly the ones she’s never met and who simply judge her on her shaky ability to conform to the world around her. She gets that from her own experiences with that world, and she no doubt gets it from me, despite my desire to teach her otherwise.

I’ll keep trying to do better at this, although I feel confident that I’ll probably continue to fail. That depresses me a little, but on some level, honestly? I can live with it if I must. I wish I could do better at the teachable moments. But I hope to never disappoint her when what she really needs is an protective father. Even if he’s just a caveman.

A Day Without Lawyers

June 18, 2012 in Featured, Yes, I Am a Special Needs Parent… by Robert Rummel-Hudson

A few months ago, I wrote about the legal fight going on between the innovators of Speak for Yourself, a augmentative speech app for the iPad, and the Prentke Romich Company and Semantic (“The Iceman Cometh, with his Legal Team”). I quickly described the situation at the time like this:

Okay, let’s wander into the weeds for just a moment. Last year an AAC app called Speak for Yourself was released that got the attention of a lot of us because of its use of the LAMP (language acquisition motor planning) concept. This focuses on a core vocabulary using consistent motor patterns that do not change. It is the basis of successful language systems like MinSpeak, licensed by the intellectual property company Semantic Compaction Systems for use in devices produced by the Prentke Romich Company, under the brand name Unity. It is these two affiliated companies, Semantic Compaction and PRC, that are attempting to sue the aforementioned pants off the developers of Speak for Yourself.

Well, things have changed a bit. Despite the fact that the parties have yet to have their day in court, Apple has pulled Speak for Yourself from the iTunes App Store. (PRC released a statement that begins with “Last week Prentke Romich Company (PRC) learned that Apple removed a language assistance app from its iTunes® store pending the outcome of a patent infringement lawsuit filed against the company that developed the iPad® app…”, but a careful read of the legal documents shows that Apple made this move at their request. Weasel words. Gotta love ‘em.) If you don’t already have Speak for Yourself on your iPad, you are out of luck, at least for the time being. If you do, you won’t be able to receive updates or remote fixes, and when Apple upgrades the operating system for the iPad later this year, there’s no guarantee the app will still work at all.

This is obviously a concern for users who are using the iPad and Speak for Yourself as their primary mode of verbal communication. Including, as of this summer, my daughter Schuyler.

There has been a great deal written about this situation. If you’re interested, the first, best place to go is this blog post by Dana Nieder, “The Silencing of Maya”. Dana has been the go-to person on this story, and she’s compiled a comprehensive list of links to the story as well. If you want to know more about this, that’s where you should go.

Now for my take on this, for whatever it might be worth.

There has been a great deal of discussion as to the validity of PRC’s claims against Speak for Yourself, and in a sense, it makes sense for everyone, particularly PRC and Apple, to let a court of law settle those claims. In a very real sense, however, that outcome is ultimately of limited relevance. As things stand right now, everyone loses.

Speak for Yourself loses because their product and their company dies if no one can buy it. Their clients obviously lose a tool that works, and that is very much not a small thing. Apple probably doesn’t lose, to be honest. We tend to think of the iPad as a major component in the disability world, but it’s easy to forget that the opposite probably doesn’t hold true. Apple probably sells more iPads in countries that don’t even have electricity than they do to users with disabilities. Our poor opinion of their business practices isn’t keeping Apple executives up late at night.

But most of all, PRC loses. They can win this court case, they can squash Speak for Yourself and get everything they seek in this situation, but the fact remains that with every story that runs in Time and on CNN and the Huffington Post, they are introduced to thousands of people who know nothing about their good work or their mission statement or their hundreds of dedicated professional employees. No, PRC is being introduced to thousands of people who will now and forever more know them only as “the big corporation that screwed over that poor cute little disabled girl”. That’s the kind of thing that leaves a mark. We can (and will) continue to argue about how accurate that public perception may be, but it’s irrelevant.

It’s irrelevant, and I suspect PRC knows it. I think they might have painted themselves into a corner, trapped by their own poor PR decisions, and they don’t know how to get out of it.

There is a way out, for everyone. The parties involved can take a step back and consider how they might come together and join forces. Under the auspices of PRC and the community of Unity users, Speak for Yourself and its developers would discover a credibility and a world of users that they would be unlikely to achieve on their own. PRC would finally be able to repair some of the public relations damage they’ve sustained and would grow their family. They would solve the very real technical problems involved with breaking into the consumer electronics market without a great deal of development skill. That’s no small consideration for PRC; frankly, their early efforts with iPad app programming has bordered on embarrassing. On their own, I don’t think PRC could release a solid MinSpeak app any time soon even if they wanted to. And perhaps most of all, PRC would benefit from a kind of evolution of their language system. One of the things I’ve been hearing expressed quietly here and there, and it’s something I agree with, is that in its use of a single representative symbol configuration, Speak for Yourself probably represents an improvement on Unity. PRC has a chance to benefit here, if they can work out a collaboration or even a merger with Speak for Yourself.

Will this happen? Frankly, I doubt it. Speak for Yourself’s team seems committed to fighting this fight, and rightly so, and PRC is showing no sign of backing down. But if all the parties involved could just get together in the same room for a Day Without Lawyers, this whole horrible state of affairs might just have an ending that doesn’t leave anyone feeling taken advantage of. Kids like Maya and Schuyler least of all.

 ——-
Be sure to check out Quinnlin’s journey with special needs and a special friend at Build-A-Bear Workshop‘s blog!

What NOT to Say to Special Need Parents

July 27, 2011 in Featured, From Julia by Julia Roberts

While we’re preparing for the BlogHer Special Needs Mini-Con, we’re dipping back and running posts from our archives. This one in particular got a lot of play around the internet when it when live, but recently was brought back into the forefront because a person in the comments. Read those comments. It is true people will always sit in judgment for parents of kids with special needs as well as parents of typical kids. But bullying? Attacking? It seems, well, that sometimes we have to do more than protect our kids; we even have to protect what we think and feel to be our experience.

————————–

Recently a thread started on Support for Special Needs about what we wish people didn’t say to us. Given that we’re all different I’m sure not everyone will agree with each mention on this list but many of the items that people wrote in about resonated with other community members. A lot of the items resonated with me.

While we all agree we have the one or few that really bug us, most of us agree that most people who say these things aren’t mean spirited people. They simply don’t understand what they are saying is hurtful, annoying or bothersome. Maybe if we share this post with people in  each of our lives, we’ll educate people on what we’d find helpful NOT to say to us…

- God only gives us what we can handle; He must think you two are special parents

- Using the word “Austistics” to describe people on the spectrum.

- Remember, you have to take care of yourself, so you can take care of them.

- He’ll speak when he’s ready to.

- When looking at my son using a reverse walker, “Wow, we need to get one of those for my (typical) 10 mo old so he/she can walk better!”

- They’ll EAT when they’re ready. They’re not going to starve to death.

- You are so much stronger than me… I don’t know how you do it

- Pointing out that my non-walker shouldn’t be in a stroller, not knowing he can’t walk.

- That my child is just playing us.

- They just need discipline.

- You two are amazing for adopting two special-needs children. They are SO LUCKY.”

- Family and friends that downplay a diagnosis.

- For a child that has tics, saying, “Do you think she is doing it for attention?”

- Anything that implies that sensory issues are not real or that we’re playing into their “fear.”

- When people say they are sorry or offer condolences for a child with disabilities.

- Any comment that starts with “If you would just…”

- What’s wrong with her?

- Don’t worry she’ll catch up.

- She’ll grow out of it.

- Is your other son/daughter “normal”? or “Are your other kids ok? (As if to imply the child with the disability is not?)

- You are so much stronger than me and/or I don’t know how you do it.

I thought I would end this with a paragraph about the well-intentioned people and go into something about the people who talk without thinking, obviously, we think to ourselves. But I decided to open up a thread on what we’d like to hear from people. So here is the YES! SAY THIS! Instead list…

- I’ll be over on Saturday to help do laundry/wash dishes/scrub floors!

- I don’t know what to say to you, but I love you.

- How are you doing? (and actually listen to the answer)

- Quote from Elaine Hall: “How Can I Help?”

- Just wanted you to know I was thinking about you.

- I just made an extra dinner when I was cooking for us, can I drop it by now?

-  I know you had an appointment yesterday, how did it go?

- Want to drop your kids off with us for an hour or so?  (Because people are afraid to take care of my kids, when this happens, it feels like acceptance and support.)

- I’m on my way to the store, want me to grab you some milk or bread?

- Need any help at bedtime with the kids?

- I’m coming over to watch the kids right now for an hour so you can take a nap.

- We’re on our way to take care of the yard work.

- Sounds like you’re doing a great job.

- Here’s some things that worked for us. (preferably from people who “get it.”)

These are just a sampling of what some Support for Special Needs community members preferred…obviously, we’re all different and some on either list may or may not resonate with a particular parent of kids with special needs. Again, for me, I never got mad about kids asking questions or parents helping their child ask a respectful question. I always minded rude adults who encouraged rudeness in their kids. I never minded any of the items on the NOT list from people who cared about me because I knew their intentions were good. As the years go on I am better about saying why something bothers to the person so they understand.

One thing seems to be across the board though; special needs parents would like people to think before they speak, especially in front of their children. We’d like people to see our kids as people, with feelings. I’d like people to know that when they see what they perceive as a negative is not necessarily a negative. A woman once said to me, “She’s just walking? How old is she?” On a strong parenting day, as I like to call them, I excitedly said, “Yes! She’s young! I think it’s absolutely fabulous she’s walking!” Not sure when my daughter would take her first steps we were thrilled she was walking independently by age three.

Making videos instructional rather than mind numbing

January 17, 2011 in Ask the Occupational Therapist, Featured, Insider Insight by Dr. Tiffany Showalter

By: Dr. Tiffany G. Showalter, OTD, OTR/L

Have you ever noticed how many children with autism absolutely love watching videos? They can be heard reciting dialogue or even observed imitating behaviors long after the experience is over. This ability makes sense as it has been suggested that individuals with autism see things in “pictures”. I recently had a parent report that her child has motor planning issues when it comes to participation in gross and fine motor tasks, but has learned every dance that they do on Sesame Street. Wouldn’t it be a great idea if we could teach children using what they love the most?

Maybe we can! Video modeling is a teaching method used to develop and strengthen a variety of skills from communication to self-help. The targeted behaviors that the child is to learn are videotaped as a neuro-typical child performs them. Next, the child watches the video and is given the chance to memorize, imitate, and generalize those behaviors.

Some examples include computer animated learning or video instruction. I recently attended an Autism conference in my area where I participated in a session on this incredible method of instruction and was doubly excited to learn the incredible amount of research supporting it. My session described how researchers at a local state university were using IPODs to video tape and then show to children with difficulties in a variety of areas. Their success was remarkable and has inspired me to consider writing a mini grant proposal at the school where I work to try it out myself. I have also learned u-tube has a ton of videos already available for use.

I also attended a session on using video instruction to teach printing upper and lowercase letters. After watching the videos myself I have been hooked and using them since with great results for children regardless of disability.

So the next time your child demonstrates a problem with using good manners at the table, washing their hands, or tying their shoes, why not try video modeling?

Disclaimer: I hope you enjoyed reading this article. Please remember you are reading this information of your own free will and are taking the information at your own risk. The author is the legal copyright holder of this material it may not be used, reprinted, or published without my written consent. This information is for entertainment and informational purposes only and is not intended to provide or circumvent medical, legal or other professional advice.

Welcome to this week’s new members!

January 14, 2011 in Around the Site, Featured by Admin Dawn

Welcome to:

Kathy Costigan: MOM of 3 kid. ages 20/11/10 1 with PDD. I like my life + I know this is a year that will be life changing, in a Good Way.

Elizabeth: Wife and mum of two. My son is 16 and typically developing; my daughter is 13 and has Phelan-McDermid Syndrome, ASD, ataxic-quad CP, kidney disease, seizures, GDD and a host of other diagnoses. I work outside the home PT at a Christian bookstore and am going to schoo full-time to get credentialled as a Special Education Teacher for moderate to severe special needs.

Kerry Murphy: I am the mother of a beautiful, charming and funny little boy with a form of muscular dystrophy. Most days are good, some days are great, and other days are plain horrible. I thought I’d do some writing and share my experiences; the good, the funny, the not so good and the downright ugly. All of us deal with challenging situations in different ways, and I believe that no way is better or worse than another. These observations, stories and hints are I hope helpful, sometimes funny, maybe sad but always honest. You may not have a child with a disability; but my guess is you know and or love someone who does. This blog is for all of us.

Heather Price: First and foremost, I’m a mom of AWESOME four year old twins, both with various special needs. Chananiah has classic autism. His issues are social and communicative. Reena has hypotonia, a speech delay, and probably dyspraxia and ADHD. Her issues are physical and auditory. She’s about two years behind with gross motor skills and wears cute little foot braces. While they’re in preschool or sleeping, I run two businesses (frankly, the stress of making a full time income in part time hours while having two special needs kids is starting to get to me a bit, hence, needing the support of this group!) ARE YOU LOOKING FOR PART OR FULL TIME WORK AT HOME? I am currently interviewing for positions with both companies. Call me at 216-870-3142 to inquire. (I shortened Heather’s bio because it was so long but if you want more info about her, her kids and her businesses, please click through the link!)

Sandi Jardine: I am a 51 yr old mom of 3 kids – my 2 sons are special needs (Aspergers and ADHD) and my husband has Aspergers as well. My adult daughter is NT.

Kelly: http://adventureswithtwoboys.blogspot.com/

Tiffany: Hello! I’m Tiffany. I’m 24, Christian and a SAHM to two boys- ages 4 & 2! I am married and we live in OK! My youngest son, was born with Spina Bifida: Myelomeningocele so I am continuously trying to spread awareness about this disability. My boys are my whole world! I’m into digital scrapbooking, photography & editing. And, I love to read, whenever I find the time to sit down to concentrate!

Kirstine: http://www.anderledesbarn.dk

Carrie M: I’m a SAHM to Maggie (11/08) and Molly (06/10 born with Down Syndrome).

Please head over and introduce yourselves!

Wading Through the Alphabet Soup: An Introduction to Federal Special Education Law

December 11, 2010 in Ask the Special Ed Lawyer by dianaglick

One of the first things I explain to clients during an initial intake appointment is the basic federal standard for educating students with disabilities. This is frequently referred to as the “alphabet soup” of special education: the IDEA mandates that schools provide FAPE in the LRE according to the child’s IEP. Keeping in mind that talking in acronyms is just job security for attorneys, let’s break it down:

IDEA = Individuals with Disabilities Education Act

This is the federal law ensuring that special education services are provided to children with one or more qualifying disabilities, whose disability interferes with their ability to receive an education. The IDEA originated in 1975 under President Ford and has been reauthorized and changed several times, most recently in 2004. While the IDEA is federal law and applies to all public school children in the country, each state also has its own education laws that may be slightly different than the federal requirements; states may provide more protections than those available under federal law, but may not provide fewer or less than the federal standard.

FAPE = Free Appropriate Public Education

The IDEA defines a free appropriate public education as special education and related services that are provided at no cost to parents and are in accordance with the child’s Individualized Education Plan (IEP), among other requirements. 20 U.S.C. 1401(9) (2009). The majority of legal disputes are about the meaning of “appropriate” for a child’s particular circumstances. In 1982, the Supreme Court issued a decision in Board of Education v. Rowley, which provides a working definition of FAPE as “a basic floor of opportunity” providing “some educational benefit.” Bd. of Education v. Rowley, 458 U.S. 176, 200 (1982).

What does “a basic floor of opportunity” mean in real terms? Because children who are eligible for special education have such a wide range of disabilities and needs, it cannot be defined as a specific set of services. However, most children who have passing grades or are making progress towards their IEP goals will be found to have received a basic floor of opportunity.

LRE = Least Restrictive Environment

This is one of the major improvements that the IDEA has made for students with disabilities. No longer does the law allow disabled children to be warehoused or educated exclusively in a special education setting, as long as their IEPs indicate some mainstream time during the school day. The LRE requirement has led to better outcomes, both academically and socially, for disabled students. It can also be a double-edged sword in some instances when parents are seeking a more restrictive environment for their child.

IEP = Individualized Education Plan

All students who are eligible for special education are to receive services in accordance with an IEP, which must be developed to meet the child’s individual needs. Those of you who already have some experience with special education have probably spent many hours at IEP meetings and have a sense of what they entail. We will talk more about IEPs in future columns.

I am excited to be included in this new community of families supporting children with special needs and look forward to sharing more of the legal perspective with you all. In future columns, I will address such topics as the difference between IEPs and 504 plans, discipline issues, assessments, the fair hearing process, private placements and knowing when to seek out legal help, among others.

We are also interested in hearing from you! Feel free to suggest topics for further discussion; just keep in mind that I cannot provide legal advice for your specific situation.

Author Diana B. Glick

Disclaimer:

This column reflects the views of Diana B. Glick in her individual capacity. It does not necessarily represent the views of her law firm or her clients, and is not sponsored or endorsed by them. The purpose of this column is to assist in dissemination of information about federal special education law, but no representation is made about the accuracy of the information. The information contained in this column is provided only as general information for education purposes, and topics may or may not be updated subsequent to their initial posting.

By using this column you understand that this information is not provided in the course of an attorney-client relationship and is not intended to constitute legal advice. This blog site should not be used as a substitute for competent legal advice from a licensed attorney in your state. This column is not intended to be advertising and Diana B. Glick does not seek to represent anyone desiring representation based upon viewing this blog site in a state where this blog site fails to comply with all laws and ethical rules of that state.

The puzzle of learning disabilities

December 10, 2010 in Insider Insight by Admin Dawn

by Jill Lauren

To be learning disabled – meaning that a person is of average to above average intelligence with a processing deficit that makes learning challenging – is tremendously puzzling. How can one be smart, yet have trouble learning in school? This conundrum has perplexed many, including myself when I began to study various aspects of learning. In fact, I sat in a class about learning disabilities at Northwestern University for almost an entire semester without truly understanding the syndrome until a classmate explained it to me. I remember that moment clearly because I found the paradoxical nature of learning disabilities fascinating and decided to pursue a career as a special education teacher.

Kids want answers, too

When I started teaching, it was no surprise to me when my learning disabled students explained that they were completely confused by why they needed extra academic support; after all, their parents and teachers were often telling them how smart they were. Soon I realized that not only did I need to teach specific skills, but I also needed to educate my students as to what a learning disability actually was. Typically, I found that my students started questioning their academic capabilities around third grade. Prior to that time, coming to the resource room and getting stickers was reason enough to be there! By third grade, kids are more aware of who they are, in relation to their peers, and want answers.

One afternoon, I took a student named Margaret out for ice cream because though she was typically a happy child, she was becoming increasingly concerned and saddened about her academic challenges. When I asked her, “Why do you think school is hard?” she responded, “Because my parents said I have a learning disability.” I was completely surprised that she knew this term. Then I asked, “What’s a learning disability?” Her answer, “I don’t know, my parents didn’t tell me that,” helped me to fully recognize my responsibility to find a way to make the mystery of LD understandable to a third grader. I reached for the one aspect I felt could make the concept real: role models. Back in the 1980s, Tom Cruise, Cher and Bruce Jenner topped the list of success stories of people with learning disabilities. As I explained what I knew of each person, Margaret’s eyes lit up. There were other people out there like her – and they were not only successful, but also famous. My explanation completely legitimized her experience and gave her a sense of hope. She also felt proud to be just like Tom, Cher and Bruce such that she suggested to me, “There should be a book for kids like me about people with learning disabilities.” I promised Margaret I’d find that book. When I couldn’t find it, I decided to write it.

Sharing our stories is a gift to our kids

My first book, Succeeding with LD, was written in 1997, and it was dedicated to Margaret. It contained twenty-two profiles of regular folks, children and adults, with learning disabilities. I was uncomfortable profiling famous people, as I was concerned that most kids would not believe that they could really be like them. Years later, Rick Lavoie confirmed that suspicion when he shared an anecdote about a teenager who told him, “I have pimples and a big nose. What do I have in common with Tom Cruise?” Of course, when public figures share their learning challenges, it is a gift to kids. For the purposes of a book, however, I wanted students to be able to hold a book in their hands that contained at least one person with whom they could truly relate. Succeeding with LD was recently reprinted in a third edition that contains updated profiles of twenty-one of the original stories.

Last year, my publisher asked me to write a new book for younger children with learning disabilities that also profiled success stories. That’s Like Me! contains fifteen new profiles and includes a foreword by Caldecott winner Jerry Pinkney, who is also dyslexic. It is a full-colored picture book and was honored by the New York Branch of the International Dyslexia Association with the Margot Marek Award for the “most outstanding book written for adults or children with dyslexia or related learning disabilities.” I shared this award with the thirty-seven people who so courageously told their stories in both of my books in order to comfort and inspire others. I am completely honored and humbled to have been given the opportunity to bring such honest and heart-warming stories to people with learning disabilities. Many of the people in the books have become dear friends. They join me on panels to discuss various ways that people with LD can pursue their own dreams, like they did.

And where is Margaret these days? After being told by an advisor that she should not go to college, but should instead pursue a career in retail, she obtained a Masters in Social Work from Columbia University after years of grueling study. Margaret also joins me on panels, as she is now a role model herself. We often reflect on the conversation we had when Margaret was in third grade, the impact of which led to the creation of two books and have comforted so many people with learning disabilities.

Jill Lauren has a B.S. and M.A. in Learning Disabilities from Northwestern University. She has been teaching LD students of all ages for over twenty-five years. Known as an expert in the area of reading and writing, Jill has trained teachers around the country to utilize a variety of structured, multi-sensory approaches to the instruction of reading and written language. Jill has also worked with various schools to implement successful reading programs.

Special Needs, Special Holidays

December 8, 2010 in Featured Member by Sylvia Ross

Ahhh, the holidays. Time to relax and enjoy having family gathered around you, eating delicious, fattening food before renewing your annual resolution to lose weight, right? Sadly, when you have someone in your life with special needs, it doesn’t always work out that way.

Two days before Thanksgiving 2008, our family received a crushing blow. The baby we were expecting in April was diagnosed with what has been described as “the most devastating congenital defect compatible with life”. Spina bifida. My husband didn’t understand what the doctor was saying. As a nurse, I did. A pall had been cast on the whole holiday season. I had to get through it while worrying about how much it would affect the lives of our entire family. I had to explain to family and friends that we didn’t know how Micah would be affected until he was here and even then we would still have to watch and wait to see what he could do as he grew.

I wanted to hide. But I had a toddler who needed her Mummy to share the excitement of the season and the coming baby. I didn’t want there to be an “elephant in the room” at family gatherings. You know, the thing that is so overwhelmingly big that you can’t help but notice it, and wonder why no one else is talking about it? I didn’t know how friends would accept a “disabled” child. We don’t have family close by and didn’t really have any good friends either, having relocated to Ohio only a year before. My husband works for a school district and shared Micah’s diagnosis with a few of his colleagues. One of the librarians learned of it and after hearing that we didn’t have plans for Thanksgiving, insisted that we come to dinner at her home. I didn’t want to. Our daughter was young enough that she wouldn’t know she was missing out on anything, so why not stay home and not have to talk to anyone? Why not hide from the questions of well meaning strangers? But we didn’t.

I wish I could say I knew we needed to get out and live our lives as usual, but that’s not why we went. We went because my husband, an Aussie, has grown to love turkey drumsticks. And stuffing. And mashed potatoes. And pie. Any excuse to make a pig of himself with unlimited access to food? He’s there. So we went. And I’m glad we did. Yes, it was difficult. Vickie, his colleague, was kind enough to ask her questions about Micah’s health in private, and didn’t share with the rest of the group, so as far as they knew, I was just your average pregnant woman. It helped to know that I didn’t have it written across my face “I HAVE A CHILD WITH SPECIAL NEEDS!” It helped me realize that we will have lots of holidays to celebrate with both kids. Even though Micah has a disability, he has a right to celebrate like everyone else! Christmas was a blur spent with family and friends out of state. I went through the motions, and tried to just concentrate on my daughter’s pure joy over all the pretty presents, lights and fun.

It’s nearly two years later–and Micah has surprised us all. We didn’t know if he would even be able to stand on his own. He not only stands, he loves using his walker to chase his big sister. It has not been easy, though. So far, we’ve been through 7 surgeries and spent our 9th wedding anniversary, Palm Sunday, Easter, the 4th of July, and my birthday in the hospital, courtesy of those surgeries. How do we handle it? Honestly, first I cry. Then, I try to replace the tears with laughter. I bring in treats for the nurses who have to work those days. They don’t exactly want to be there either. My husband brings us food from our favorite restaurant since we can’t get there. Our favorite drinks taste just as good from a disposable plastic cup as they would from an expensive crystal goblet, right? When friends and family offer to help out, I try to find some way to let them help–accepting help is so important when you have a special needs child! One friend in particular brought me a pint of my favorite sorbet when I had to spend my birthday on the rehab floor with Micah, who was recovering from spinal cord surgery. She sat there and enjoyed her own pint of sorbet with me, since my husband was on a business trip. Was it how I wanted to spend my birthday? Oh heck no! I would have chosen to spend it at a fabulous spa being pampered and massaged and treated like a queen! But my little man needed me, so there I was. Sitting on the pull-out couch eating sorbet with a plastic spoon and laughing with a friend.

What have I learned from having kids with special needs? You really have to be flexible in every area of your life. If something isn’t going the way you wanted it to, don’t fight it. Accept it, and make the best of it. Celebrate, no matter what blow you’ve been dealt. As a youth pastor of mine used to say… fake it ’til you feel it. You’ll get there. And your family will thank you.”

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.

People with disabilities: We are people first

November 12, 2010 in Special Needs News by Admin Dawn

People with disabilities may have more difficulty than others walking, moving, talking, learning, breathing, seeing, hearing, etc. We are remarkably like everyone else. We pass, we fail, we succeed, we take trips, we stay at home, we are bright; we are pains in the neck, and we’re trying to get by like everyone else. When you encounter someone with a disability, please remember the following:

Watch your mouth.

read more via People with disabilities: We are people first – AnnArbor.com.

%d bloggers like this: