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Sometimes Funny is All We’ve Got

August 3, 2011 in Featured, From Julia by Julia Roberts

When our first child was diagnosed with  developmental delays we didn’t know what hit us. We’d gone from having a perfectly healthy 8 month only child to one that was in 7 therapy appointments and “at risk” as defined by the state’s early intervention program.

Those were not fun times. While we were still acting as a regular family, we were focusing on getting used to our new normal. Which turned out to be not very easy. It did happen eventually and we were happy again.

But we didn’t know what we didn’t know.

A little over a year later we were faced with our new baby’s diagnosis of a life-threatening kidney disease and 3 months later our son’s diagnosis came. It was not a happy time in our house. In fact, I clearly remember doing anything but laughing or having fun…for a very long time.

That was the year I refer to as “The Fog” and I remember it well. Back then, before I was blogging at Kidneys and Eyes to release some of the pain and hurt and experience, I would send out batch emails to close family and friends to give them updates. Those emails were excruciating to send because I didn’t want to sound too depressing, but honestly? Things were depressing around our house. We were still getting our special needs parents legs firmly planted on the ground. So while I was kind of pretending to be okay, things became okay. It was a “fake it til you make it” kind of thing.

During that time my beloved and I would test out our funny bone on each other. We’d say something totally inappropriate outside the walls of our brick ranch home and slowly but surely we started to believe. We started to believe in humor again. It didn’t happen all at once; it slowly crept back into our lives.

Over the years as we cried about the progressing symptoms of kidney failure, developmental delays and bad reports all around us, we learned that we could laugh. I remember the night when I got a call on my cellphone telling me it was time to get our son in to talk about a kidney transplant; his lab numbers had taken a turn for the worse and stayed there. When I got home my husband took one look at me and he knew something was wrong.

The kids were eating dinner at the kitchen counter and while I was crying they were screaming for milk (or goldfish or yogurt) and we were both trying to hid our tears. I am fairly certain I sighed heavily and rolled my eyes because the kids have the audacity to ask for more to eat or drink and I said something like, “Ugh! We can’t even talk for one minute about dialysis and kidney failure!” My husband looked up at me and said, “What, don’t you think mortality and milk mix well?”

I agree, it’s not THAT funny, but it did come at a good time. We talked about how life just keeps moving on; the kids still have to eat. So, we just moved on through two kidney transplants (mixed in with dialysis, depression, mental health issues and trauma) and here we are, trying to get ready for the next crisis (which we know will always come).

Sometimes we make fun of our life and our kids to left off steam. Sometimes it’s because we need a laugh. Sometimes it is because some of the things they do because of their disabilities are really funny. Sometimes it is because if we didn’t we would cry.

I like to make fun of what we say and I chronicle it on my blog by titling certain posts with “Spoken in the Mutant Family Household” because it’s my way of embracing our inner (inappropriate) funniness (Sometimes about the kids! And their disease!) and our outward mutantness.

There’s hardly a better way to live this life than to laugh at it and that includes laughing with (and at) my mutant children. I have to admit some days it is the only way we can live this life.

Does humor get your through the day sometimes?

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.

Get Your Kid Active

July 20, 2011 in Ask the Gym Teacher, Insider Insight by Tammy Cowan

Greetings!  Summer…freedom…play and fun!   Here are some ideas from your resident PE teacher to keep your child active and ready for school when it starts.  Some of the ideas are specific to students with special needs…but most of them can be modified for any/all kids (and adults!). Quickest note….your kids want to be active with YOU!

Kids with ADD or ADHD do better when they are active in the morning.  I have suggested to parents of younger students when their child is diagnosed with ADD or ADHD  that they start their day with some activity.  One great idea is to give your child some quick fuel with a banana, apple or some juice and head outside for a 20-30 minute walk, run or bike ride.  This burns off some steam that will help them concentrate the rest of the day.  This is a great habit to get into during the summer…and I strongly suggest that you do it during the school year so that your student has the focus that they need early in their school day.

If they had PE over the school year ask THEM to show YOU their warm-up routine.  Most school PE programs start with some kind of warm-up routine.  Let them come up with one for your time together at home and let them actively teach you what they did and know.  Do the exercises with them.  Come up with some of your own….do them every day.  Instead of TV!

If they are able to do cardio…walking, biking, running. It’s easy to start a chart to track how far they run or how many minutes.  Have a reward at the end of a certain milestone. Maybe a family goal? Time together for a special activity or a medal or certificate.

Turn the local park/playground and park equipment into an obstacle course.  Bring some flags/cones/ribbons and let your child mark a route to take. You’ll probably attract other kids so it can be good social time, too. Time them…kids love to be timed and try to beat their times.

Invite other kids over for game day.  Tag can be adapted for any ability.  Kids love LOVE relay races.  Come up with goofy things for them to do/carry/walk with.  Hop on one foot.  Have them go down and back around a marker backwards.  Bouncing a balloon.  Speaking of which; balloons are a great way to get a kid out and active.  Blow one up…tie to a string (or don’t) and watch them play!

KITES!  Go fly one. Good for any child with every ability.

Have all kinds of stuff around that they might need to be active.  Balls, jump ropes.  Make sure that the bike tires are pumped up, or have the push trikes ready to go. Getting your kid active could be as simple as letting them pull a wagon around…collect sticks, rocks or leaves along the way (great for gross motor fun!) or be brave and let them pull you!

Ten Therapy Tips For Parents in the Fast Lane

April 18, 2011 in Ask the Occupational Therapist, Featured, Insider Insight by Dr. Tiffany Showalter

Do you ever feel like you live in your car? Are you dashing to soccer practice, ballet classes, and the baseball field while trying to fit in your home program for your child’s fine motor skills?  Well, keeping a few simple items in your car or in your home, you can work with your child on hand strengthening, using both hands together, hand-eye coordination, grasp, and in-hand manipulation. These skills are important building blocks for handwriting, cutting, and other school related fine motor tasks. Try using a large Rubbermaid container with a lid to hold the items to make them easily transportable.
Materials:

  • Large piece of felt
  • Felt letters or shapes
  • Plastic containers with lid, Kool Whip or margarine
  • Plastic jar with screw top lid
  • Jumbo pop beads
  • Bubble wrap
  • Large uncooked macaroni noodles
  • Shoelace
  • 10 pennies
  • 10 clothespins
  • Old magazine

Activities:

  1. Place felt on vertical; for example, back of car seat or attached to wall. Let child make pictures, designs, or words using the felt letters and shapes. Good designs to try include making houses, people, the child’s name, or spell the signs that you pass along the way.
  2. Remove the lids of the plastic containers. Have your child pour macaroni noodles between the two containers, trying not to spill.
  3. Child removes and then replaces clothespins around the edge of the plastic container by pinching/squeezing the pins with their index finger and thumb.
  4. Pull apart and then assemble pop beads.
  5. Pinch bubble wrap between index finger and thumb to make popping sound.
  6. String the macaroni on a shoelace.
  7. Place lid on plastic container. Child picks up pennies on at a time and slides them into slit cut into lid one at a time. Next, have child use only one hand to pick up approximately three pennies, one at a time, while continuing to hold each of them in that one hand. Next, have child place them into the bank one at a time without dropping.
  8. Tear pages out of an old magazine. To make it more difficult, tear out pictures of blue things or things that start with the letter “A”.
  9. Place pennies and macaroni in jar. Remove screw top lid. Have child fish out the pennies or macaroni and place it into the other plastic container, leaving one in the container. If this is too difficult, only place macaroni in the jar and do not sort the items.
  10. Tear strips out of the magazine, scrunch up using one hand, and then toss at the open plastic container to make a basket.

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.

Happy new year everyone!

January 7, 2011 in Around the Site by Admin Dawn

Here’s what’s been happening around our community since we last updated:

Are you in Atlanta?

Join us on March 5th for our first (but definitely not last) In Real Life Connect event! We will be adding details over the next month as we finalize speakers but you can get a head start on registration here! Keep an eye out for our updates!

On the Forums

Julia is looking for tips on helping her son with his confidence issues. Have ideas for her? Please share them here.

Andy asked for (and got!) some tips on getting a new digital camera. (Did you know you can share pictures in your profile? Get more info on that here!)

Siobhan is offering a New Year’s discount on Creative Memories scrapbooking supplies! Go here for details — offer ends January 31st!

Melanie would like to hear from community members with experience changing a child’s behavior meds over here.

We have lots of new members! Welcome!

Vicky: “I am a mom to two dtrs who are my world. I am a nurse who currently works in a childcare center.”

Karen Yaughn: “I am a 48 year old single mom of a 7 year old daughter diagnosed with Freeman Sheldon Syndrome with Arthrogryposis, glenoid hypoplasia, midline cleft in the soft palate (repaired).”

The Domestic Goddess: “I am a Domestic Engineer, Total Babe and SAHM to two boys with autism, ADHD, OCD and a variety of other acronyms. I was a band geek in high school, live vicariously through computers and prefer dogs to people, which means I have STELLAR social skills.”

Renee Pratt: “I am a 29 yr old single mom. I have little boys who are my world. My 6 yr old has several disabilities. We currently live in Gwinett & are trying to build a support network with other social need families. My son attends Kanoheda. He is in 1st grade. He has trouble being social but does well doing one on one with a similar diagnosed child.”

Cheneespeaks

Julie Tutwiler: “mom of 2 kids – son has Down syndrome, ADHD and AV Canal defect; daughter has some ADHD and mostly LOTS of attitude”

Sadie

Laura LaPlante: “My name is Laura and I have 3 wonderful kids! My oldest who is 10, has Lyme’s disease, my middle who is 4 has moderate Sensory Integration Disorder along with Lyme’s which was passed through via pregnancy and my youngest who is now 18mths has severe “intolerances” to all Dairy and Soy products (both food and non food items). We remain active to the best of our ability. I have a wonderful, supportive Husband who tries his best. My jobs as both Mother, Wife and Employee to Sprint make my life non-stop.”

Jennifer: “Mother to 4. 2 That are differently-abled. My oldest is nearly 20, my 2nd(ASD-PDD-Nos) 15, my 3rd (severe verbal childhood apraxia, global) is 7 and my 4th is almost 4!”

Jennifer Giroux: “Mom and advocate of 3 children, the oldest of whom has hydrocephalus/strabismus/amblyopia and all the LDs that go with it: NVLD, apraxia, cognitive delay.”

Dana Sears: “I am a Blog designer and a Mom of three boys under five. My second son Mason has been diagnosed with Smith-Magenis Syndrome and PDD-NOS.”

Rachela

Carolyn Dagliesh: “My husband and I are the parents of two wonderful children. I have a home organizing business – Simple Organizing Strategies and I offer in home organizing support for general organizing, paperwork management and closet design. The larger part of my business is my Systems for Sensory Kids business – http://www.systemsforsensorykids.com. As the parent of a “sensory” child, I have learned the importance of organizing supports for “Sensory” Kids in the home. Sensory kids—like those with anxiety disorder, sensory integration dysfunction, learning challenges, ADD/ADHD, obsessive/compulsive disorder, high-functioning autism, Asperger’s syndrome, or other sensory challenges—often look at the world through a different lens. It can be challenging to connect with them, and little things can often turn into major stress points. Learning simple ways to create structure and routines as well as ways to connect and communicate can be life changing in your day-to-day living experience – something that can make the whole family more successful!”

Nicole

Mary

Stacy

Nicole Gutrich

Meagan Watts: “I am the mother of a 3 yr old with Childhood Apraxia of Speech and Sensory Processing Disorder. He’s making tremendous strides and working hard, but we have longer to go before he’s actually able to communicate with others.”

Christie Roberts: “I have two special needs grandchildren. I am a grandmother to ten children.”

Charity

I know we’ve missed a lot of new members since our Great Big Wish List giveaway derailed our community updates! If you would like a special shout-out for your intro, please contact me so I can add you to our list for our next update.

Meanwhile, did you know you can search member profiles? Just go to our members page and put your search term in the search box at the top of the list. You can also list members by new registrations, too, to see who has joined us recently.

We’re looking for your input!

What do you want to see on the site in 2011? So far we’re hearing you’d like more livechats! Michelle Howard has stepped up to volunteer to host a Rant Chat Thursdays at 8pm EST. Just drop in! You can check out Michelle’s blog including her Ranting Sessions for Stress Relief here!

Keeping Calm During the Holidays

December 15, 2010 in He Said/He Said by Celebrate Calm

How can we create calm in the midst of holiday chaos?

Calm Dad Says: This holiday season, practice self-care. Before throwing yourself into the myriad demands and expectations of the season, take time to settle yourself. When you are calm, you spread that to your family. Otherwise, you’ll feel frazzled and snap at those you love. Think simplicity. Make a list of what’s most meaningful and important. Say no to that which is extraneous. Your job is not to make everyone happy. You are not responsible for creating “the perfect Christmas.” When you focus on controlling yourself and creating calm inside, instead of trying to make everyone else happy, you will spread holiday cheer.

Calm Kid Says: When I am around lots of relatives, it feels suffocating and gets really loud. I get lost in it all and get overwhelmed.  So give your kids downtime and a place where they can be by themselves once in a while. Don’t worry about them being anti-social—we just need a break sometimes away from everyone else.

How do I stay calm when relatives judge me and my kids?

Calm Dad Says:  Instead of being defensive, let’s be proactive and point out all the advantages our kids have. Your sister says, “Wow, she’s quite a handful” which is her way of saying your daughter is hyper and out of control. You reply, “You know what I love about Sarah? She has so much energy and she’s so creative. You can’t believe the play she wrote last week and performed in front of her class. I really feel sorry for the kids who just wait to be told what to do, because Sarah is going to run circles around them in the job market one day!”

The grumpy grandpa smirks, “Does he have a hearing problem because he doesn’t listen?” Your reply? “You know what I love about Jacob? He has initiative, creative ideas and he’s a problem-solver. He’s not going to be some follower in life. Nope, he’s going to be a leader and that’s going to make him really successful.”

Calm Kid Says: I used to feel like such a bad kid compared to my “perfect” cousins. But when my parents started bragging about all my good qualities around family, I started to believe that maybe I did have a great future ahead of me. It felt good to hear my parents believing in me even when others were being negative.

What do kids really want for gifts?

Calm Dad Says: Don’t buy gifts out of guilt or because you think it will make them happy. Otherwise, we’re sending the wrong message and getting kids to equate happiness with presents. But you know thirty minutes after unwrapping the last gift, some kids feel disappointed and bored. Set very clear expectations about the kinds of presents they will and will not get. Focus on giving gifts that help cultivate your child’s natural strengths and passions. Your kids have huge hearts, so spend time serving the needy, buying and wrapping presents for Toys for Tots, and giving to others. That’s where real satisfaction comes.

Calm Kid Says: I think a lot of kids like me aren’t really into stuff; we really prefer experiences. I love doing things with my Dad and Mom, going places and experiencing different activities. Some of my favorite presents were gift certificates or gift cards for things like a ride in a sports car, special dinner with a parent, an hour of free game time, get out of a chore for a day, get out of school for a play day. I loved this time with my parents more than any gift.

Celebrate Calm Founder Kirk Martin and his son, Casey (17), have trained over 100,000 parents, teachers and kids how to control their emotions through their newsletter, radio show and workshops. Sign up for their newsletter, say hi and learn more about their family-friendly programs at www.CelebrateCalm.com.

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.

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.

Great Big Wish List Giveaway: Therapy Shoppe

November 17, 2010 in Giveaways by Admin Dawn

Therapy ShoppeOne of our very first sponsors for our very first giveaway was The Therapy Shoppe. If you are looking for gifts this holiday season that are fun and helpful or need to find something special for your child’s teacher to use in the classroom, they should be your first stop. Toys are clearly organized to let you find just the thing for whatever challenging your child is facing and if you’re still not sure, you can take advantage of their terrific customer service and contact them to get some direction.

For the Great Big Wish List Giveaway, the Therapy Shoppe is giving (note: we are using their product descriptions):

Daisy Peg Playset: Especially nice for traveling therapists, this peg set is grand for 1:1 therapy, home, classroom workstations, or on-the-go play. Features 240 pegs, a built-in sorting tray with 6 compartments for organizing the pegs, and a “locking” storage unit that stores all the pegs underneath the daisy-shaped pegboard. You’ll love it! 11″x11″.

String Along Kit: Therapists, parents, and teachers RAVE about this FABULOUS toy!!! This dynamo lacing/stitching/punching kit works on building bilateral, eye-hand, fine finger, design copy skills and correct pencil grasp; while providing proprioceptive input to fingers/hands! Kids can create their own designs or follow one of the kit’s 16 colorful pattern cards to make gorgeous pictures/patterns! Pick a string, thread the Punch Pen then “punch and pull” a colorful design. The extra super sturdy design board, kid-safe Punch Pen, and 18 bright laces will provide infinite hours of lacing fun for individual children–or all the kids on your caseload! This reusable “picture perfect” set is truly exceptional!

Soft Foam Lacing Beads: Velvety soft lacing beads in 5 pretty colors and 3 fun shapes! These durable, chunky lacers are nice for sorting, patterning, stacking, color/shape recognition, and tactile discrimination. This very tactile set includes 48 beads and 2 deluxe laces; packed in a sturdy plastic container.

Wikki Stix Book of Wiggles, Squiggles & Curlicues: This darling hands-on, interactive “board book” features 15 pages of charming rhymes and fun illustrations with something missing! Kids complete the colorful pictures using specific colors of Wikki Stix by following simple directions incorporated on each page. A delightful way to help little ones build their fine finger and eye-hand skills while learning their colors! Comes with 36 assorted Wikki Stix.

Learn to Dress Monkey: This lovable 22″ plush monkey is the perfect toy for developing fine finger and dressing skills! Features removable socks, sneakers, a t-shirt, and denim overalls that are fun for on/off dressing practice. Kids love putting on his (real) stretchy socks, lacing up his colorful sneakers, buttoning his pockets, snapping his straps, zipping his pocket and more… there’s 11 different dressing skills in all! This colorful, snuggly little monkey makes a wonderful bedtime buddy, too!

So how do you win? Since we think Therapy Shoppe is an especially great site for those who love and support our kids with special needs, we wanted your help in honoring the friends and family who make your life better. Head over to our Friends & Family forum and tell us here about the person (or people!) who make your life just a little bit easier! (And then let them know that they are welcome to be part of the site, too!)

Comments are closed to remind you to comment here for your chance to win!

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