End of Summer Wrap-Up

Time has flown by again. So here's the recap (I have a lot to write about since school started!).

Solar Eclipse
We all enjoyed the solar eclipse from our front porch. The kids had friends over, and they kept darting in and out, watching through our shields/solar glasses. My family loves astronomy, so this was a special treat!

Eclipsin'

First day of school! 

Vivian: 3rd Grade

Elena: 7th Grade

The beginning of school is always a rough transition...the girls felt like they were ready for school (they were) but not ready for the summer to end (we were pretty busy, in the best way--but maybe not enough lazy time?). More on that later.


Kayaking
We were lucky to spend a spur-of-the-moment kayaking day with our friends the N family! I snagged a spot for myself and the girls (Jason was out of town) on tandem kayaks (Viv went with TN). It was PERFECT. The weather was great, the kayak outfitters were so kind and helpful, there was transportation to/from the boat launch, and everyone had their fair share of paddling, swimming, wildlife watching, ropeswinging, getting stuck on rocks, and riding "rapids". Seriously it was perfect. We cannot wait to go again (the kids are begging to kayak again)--but there hasn't been enough rain.

Viv swam to our boat for a picture

Sherando Lake
The following day we joined our friends the S-R family during their annual camping weekend. It rained most of that weekend, so we declined camping (hence the kayaking) but managed to spend the nicest day of the weekend out there. The girls were excited to play with friends, especially in the (COLD) lake.

Makeshift rowboat is much harder than paddling a kayak

We also met a very nice gentleman, Bill, volunteering at the campgrounds, who helped our girls fish.
After everyone caught a fish, we finally headed home.

Clyde
As we were getting in the van on our way to school, I found this little guy in the grass right before the lawn mowers came through! We named him (her?) Clyde.

Box Turtle hatchling!

We've never seen a box turtle so tiny! We released him close to where we found him--but without the threat of giant cutting machines. Good luck buddy!

Recap: Honor Choir Field Trip

Again, pretend it's April.

Elena practiced two mornings a week before school with the Honor Choir. She loved it. I can't say enough about the director, Craig--he is such a wonderful teacher for these young men and women. Anyway, near the end of the school year, the group travels for Chorus competition. This was new for our family; I figured, with any new exposure for a field trip, I'd go as chaperone. Craig and I had met privately about what this field trip would entail, so I could try to plan ahead. It was a four day trip, to Myrtle Beach (by tour bus). Competition, outings, pool, beach, fun museums, shows. I started getting nervous, b/c all those things entail a different set of parameters in terms of E's movement and the amount of supervision she needs. Originally, there were 12 chaperones for 120 kids. I told Craig that in the past, I had 2 other students while chaperoning E in a museum and I couldn't pay attention to the other 2--let alone 9--so I could only really be counted on as a chaperone for Elena, and I'd help when I could. He agreed.

Equipment we brought: wheelchair, leg braces and crutches (obviously), footstool for the bus ride, magnetic pocket (so she could carry her ID), Chorus barre (PVC pipe "barre" handle for when standing on bleachers),  water shoes for beach/pool, beach crutches.

I'm not sure where to begin here...this trip was great in so many ways, but really exhausting. My biggest concerns were the hotel stay; I wanted Elena to stay in a hotel room with her peers, and have fun--but she can't use the hotel room shower. (Don't bother asking about a handicapped room--the hotel managed to fit us in as best they could during spring break week, and I wanted E to be in a room with other students instead of in a handicap room with me). Elena can shower herself without issue when she has a stool to sit on, and a detachable showerhead (which was not available). She and I talked about a plan, and I brought it to Craig--I'd try to quickly wash her in either her room or my room before the students got off the bus (we'd get off early; there's always a chaperone meeting before students leave the bus. This would give us ~10 minutes to quickly get this done--not a lot of time, but enough to make it not super awkward).

The trip was a serious whirlwind of activity--preventing idle time for a large group of teenagers is the only way to keep drama to a minimum, so we were on the go (or getting to/from something) constantly. Typically the structure of the day was breakfast at hotel, outing, lunch at outing, hotel, possible outing, dinner outing, back to hotel. The outings varied by day; if they were at the hotel, it was typically a walk on the beach, or beach or pool time. If they were out, it was Chorus competition, a dinner show (Pirate's Voyage), a singing engagement before a show (Alabama Theater), or a museum/adventure place (Battleship North Carolina, WonderWorks, Aquarium).

Meals were also a challenge. Breakfast was with our chaperone group at the hotel in shifts (my chaperone partner was largely responsible for the rest of our group, bless her). Lunch was typically catered box-lunch style, and we sit where we could. Dinners out for our party of 133 requires a buffet, and that means that it's too hard for Elena to navigate and carry anything; I would ferry food back and forth to her while she sat and ate with other students.

The students were fabulous at their competition! They sounded lovely and had great stage presence. I went backstage with E's "chorus barre", and brought it to the bleachers before/after the show. I thought it was more stable than E's crutches when she had to stand for a long time; if she moves the crutch tip a bit, I'm always afraid she'll place it off the bleacher edge and fall. So she used one crutch and the barre. I think it worked well, but it's a bit awkward to set up and take down b/c it requires another person. E can walk with one crutch pretty well, but if she has to do stairs (if they don't have a banister) she needs a hand. I love watching and listening to Elena sing--one thing she does is stand super tall and straight to project her voice (they all do, but this is more difficult for her) and I'm just so proud of her!

Zoom in pre-performance to show the Chorus Barre (E is very tiny...)

As for the beach or pool, well, those are tough places for E to be--especially the beach. It was a far walk on the sand to our spot (had to find a place where we could watch all the kids) and the water was COLD and the waves were rough. Elena just enjoyed the sun while the majority of her classmates braved the freezing ocean (her choice; I told her I would take her out there if she wanted). She enjoyed swimming in the pool and was able to play with peers there. After the pool there was a big rush to get ready, which was an issue b/c everyone left en masse. Elena was cold and wet and in her water shoes, and it was slippery and very crowded so I had to carry her to ensure her safety, something both of us didn't want.

The group sang for the Alabama Theater (warming up the crowd) and it went well, but it was standing near the edge of the stage with a large group of people, at the end of the day. I was really nervous b/c E looked super crouchy, and partially unstable, especially if she was laughing with classmates. She assured me she was fine. I got looks from two of the gentlemen in our choral ensemble that told me "Lady--don't worry. She's got this. We'll make sure of it." It was kind, sweet, and reassuring...I could have cried.

Wonder Works was crazy. So many fun things to do! E went off with some other students for a while. I would come and go, or stay behind and watch her in case she needed me. The only time she really did was during the indoor ropes course, which she really wanted to do, and was SUPER difficult. We did an out-and-back portion of the course (we veered to the small loop, instead of the larger more crowded one, but it turns out the small loop was more challenging. We never made the loop but we're calling it a success!). I am happy to report that the staff there was not phased by E's disability or that she would need intense close supervision (by me) on the course (climbers are supposed to be going one at a time). 

The other outings I won't mention, because Elena either didn't need much supervision at all (Aquarium) or it was largely sitting and being entertained (Pirate's Voyage, Alabama Theater). The Battleship North Carolina was a lot of steps, but after the long bus ride E needed to get up and move. It was a lot of guarding, but she did as well as possible.

So...lessons from this trip.

1) Always bring the wheelchair. We didn't need it that much, but Elena used it almost every time we brought it out of the bus (I'm guessing...5 times?). 2) I need to start making sure Elena has pockets so she can carry things. Her magnetic pocket is a great idea, but it wiped her room card every time she put it in the pocket. (A backpack is harder for her to manage with crutches...we're working on this). 3) Getting a head start when going anywhere is a must. The only time this was really bad was after the beach/pool day. It was chaos. 4) Elena should work on being able to wash herself quickly in a bathtub (including hair, probably using a cup).

Other lessons...Elena is more like her peers than not. I know this, but honestly this was one of the first times that I could observe her with her classmates out of school. In general, she was included (when fast enough to stay with a group), and as far as I can tell she liked being in a hotel room without a parent. The other students (and chaperones) were kind. There was a good dose of what I call "middle school drama" that was new to me, and it didn't seem to affect Elena very much. Overall it was a great trip, and fantastic to see how capable Elena is and how wonderful and talented these young people are. I am thankful I got to chaperone. It was a great experience.

Update on 6th grade!

Time for a 6th grade update! I'm breaking this up into main discussion points: 1) time management, 2) IEP business, 3) Assistive Technology.

In general, things are going well. We are two grade periods into the school year--Elena is mostly an A student and works hard for it (she got an A in Math first semester, B the second--just for all you wondering about Math. And she even likes Math now! Fist Pump!).

1) Time waits for no one

Her days are very full. Too full, probably. She enjoys school, but finds she has very little free time. This is true because she is busy AND she does not use her time efficiently.

I struggled to NOT have after school appointments every day of the week for Elena. Certain opportunities were impossible to pass up (we travel to JMU twice a week--that's an hour drive each way for a special program, which I'll explain later) and then she has her therapies. She chose Art Club (meets before school on Wednesdays) and she has Honor Choir (which she loves) Tuesdays and Thursdays before school. She has weekly PT (Thursday evening) and we have returned to psych (meltdowns have largely been contained, now it's more social awareness and time management issues) weekly on Wednesday after school.

To recap: Elena has something every day after school except Tuesdays and Fridays. Tuesdays are always homework days, b/c her teachers know she cannot do homework on Mondays (unless it's a worksheet she can do in the car) because of our JMU travel.

She chose to enter the Science Fair (it's optional; she did a GREAT job!) but it was a huge time sink.

So, as you can imagine, time management is a pretty big deal around here. She does not do it well. (One hour to shower and get dressed is typical. Her best time is 20 minutes.) I understand that many middle schoolers struggle with this--but most of those probably have the ability to "hurry up", or don't require as much adult supervision/assistance. We are looking for tools to help Elena manage her time better. She is open to this, but also craves free time. She doesn't want to miss her activities, either because she loves them (Chorus) or knows they are important (PT). She has serious issues with Executive Function (sequencing, ordering, problem solving) and if we could make some progress on these things I think she would have more choice time. She also requires a lot of sleep (typically 10-11 hours).

So, I'm going to try The Checklist: a list of things she has to accomplish in order, and once she finishes a portion (or all) of said list in a certain time she gets a reward. (I HATE THIS because it means she gets a cool reward for something she should already be doing, and something that Vivian already does. I've prepared Vivian for this and we have worked out a deal.) If you've tried this, how did it work out for you?

2. IEP Stuff

I've had a crazy amount of meetings regarding Elena. Briefly, they regard a slew of things related to her IEP, her aide (who is great but E doesn't need all the time), the school psychologist (all good there, just getting our professionals to know each other), Assistive Technology, and her upcoming field trip for her chorus competition (which is totally stressing me out).

In general, our school is great and they want Elena to succeed and be as independent as possible. One hindrance is Elena has a "pathological need for validation" and seeks attention from teachers constantly. We see this at home during homework time; she's made great progress working alone and waiting on questions (I've reorganized the office so she has a great independent workspace, and make myself unavailable until a certain time after E starts her homework). Her teacher tackles this by outlining their work "once you get to THIS point in your work, you can ask questions" or something like that.

Elena's aide has really helped her get organized. She taught Elena how to keep her notebook, how to keep track of assignments and homework for each day (really, they don't have that much; but it takes E longer than your average student). As the year has progressed, her aide helps her less and less with the intent that E will do it herself. There's been a lot of "teachable moments" here...but Elena isn't quite learning that she needs to 1) write down her responsibilities and 2) check what she wrote down in order to make sure she is ready for the next day. Meltdowns ensue. So we return to psych, which is another after school appointment. (Even Elena will admit they are worthwhile.)

There is also the issue that her aide is really only needed for class transitions (to carry her backpack, help her in the elevator, or get to PE or outside time). This means that during class (90 minutes) Elena doesn't need her aide--and understandably, the system doesn't want to pay an aide to be there if they aren't needed. 6th grade is largely in one portion of the school, so there isn't much distance between her first three classes. So, the big push is for Elena to be independent for the first half of the school day--where she is her strongest and most energetic, and best equipped to handle carrying her things before the day tires her out. I've also requested one-crutch walking as much as possible (she uses more leg power, better gait, and less hand support when only using one crutch, but she is slower) during this part of the school day. Sometimes it's hard to fit in, but we're trying.

Our private PT also said that b/c there is so much sitting during the school day, E should get up and stand as much as possible to prevent tightness. I bought her a 12-alarm watch (I think these are largely used for incontinence) where I've set a vibration alarm to buzz twice during each 90-minute class. Elena stands up, looks at the analog clock, and tries to stand tall/stretch until the minute hand makes it to the next number (trying to stand for 5 minutes). I've cleared all this with her teachers, and they are supportive. I think it does help with E's tightness and her alertness in class.

3. AT

Elena has an Assistive Technology team at school. This group of (great) people try to think of ways that technology can make Elena more productive at school. I first met with them last year, needed a way to lighten E's backpack b/c her computer was too heavy. With the charger, it's ~4 lbs. (This doesn't count anything else in her backpack.) The recommended backpack weight for kids is no more than 10% their body weight. (This isn't a well-adopted guideline, I know. But for kids like E who are more prone to scoliosis, this demands attention.) Elena weighs 57 lbs! Her backpack (before any lightening) was almost 12 lbs.

Well, I didn't get a lighter computer (they don't have lighter ones, if I bought my own they wouldn't  have to support it, ultralight ones break easily, etc.) but changes were made. We lightened her load by dropping off her lunch at the first part of the day to her classroom right before lunch; we made her notebook smaller and keep transferring notes every few weeks to a home binder; typically, she leaves her computer at school after her 3rd class (the rest of the day is PE/art/music/creative design) and we have another school computer for home use (she saves all her work onto Google Drive, so it's browser-based and accessible from home). This system isn't perfect, but it's definitely an improvement.

AT also added some really awesome features to her computer--things you can try also. We haven't really put a lot of effort into a lot of technology features yet. Mostly b/c it takes a decent amount of time to learn one, and it might not be helpful--so we've just started to ease into a few.

Learning Ally is an app that can go on a computer or phone. When Elena has a book she needs to read (typically for language arts--some of the books are pretty heavy to tote around) we load an audio version onto Learning Ally. She can read/listen to it on her computer, I can load it onto my phone and she can use it there also. There was a little difficulty going from the paper version to the electronic version (b/c page numbers are not the same) but E worked it out. It was really helpful.

BeeLine Reader is a browser tool that subtly changes the color of your font. It helps by tinting each line a little differently, and helps the reader's eyes stay focused on the line or find their place when going to the next line of text or when taking their eyes off the screen for a moment. It also helps with reading speed and retention.

Dyslexic font is another tool that "weighs" down the text and helps focus on the line being read.

(FYI, I haven't seen any issues with Elena returning to regular paper reading after using these tools.)

Snap & Read is another browser tool that we are starting to use. It is very helpful for creating outlines and makes citing references EASY AS PIE. Elena doesn't use it much, but I can see this making a big impact in the future.

Elena has also tried some talk-to-text options, but so far, they've caused more frustration than help. Our favorite (I guess?) is the talk-to-text feature when using the Google Chrome browser (using a headphone microphone).

Middle School: Welcome to 6th grade

This post is behind schedule, but it's nice that I have more of an experience to write about now that it's been a few months since Elena started middle school.

I had a few meetings with her IEP transition team at the end of 5th grade; basically, I met with someone from special ed and her new case manager. We talked about where she was in 5th grade, and they gave some suggestions based on the largest differences between the environments--but they had never met Elena, and I had never toured the new school. The key theme was the difference in size (in the general sense); building, number of students in classes, distance between things, homework load, responsibility, etc. Basically I was being warned about the beast that was middle school--when previously I was worried more about E's self-esteem, making friends, self-advocating for herself, and trying to gain independence. They started brainstorming about all sorts of adaptations for school, without seeing if she would actually need them. Honestly, I was so overwhelmed with our discussion I decided I would just have to wing it as best I could, withe one exception: I was adamant that she have a full-time aide (Elena didn't have one in 5th grade, and she loved it; I figured she may think it was taking a step backward, but I could tell it was non-negotiable).

Here's the good part: overall, her experience is very positive. I organized a meeting prior to school with all her teachers to try to prime them about Elena, with the key undertone of working together to help her use her time wisely. I could feel the teachers rolling their eyes thinking "here's another mom freaking out about homework", but when I put her situation in different terms, they started to listen. I said "as a general rule, it takes Elena four times as long to do things as other people. To do ALL THINGS--get dressed, brush her teeth, eat, go down steps, get in a car, write, read, open a backpack--ALL THINGS". Time is a precious resource to us. This means that every minute wasted out of frustration, or being idle, or spent on a worthless adaptation affects her life in a huge way--because with Elena, there is no "hurrying up". In order to make this work, I needed homework given in advance in order for us to ensure it would be turned in on time; she has extra time for work prescribed in her IEP (but I expect her to be responsible for her work as close to on time as possible). I could tell that most of her team was listening with intent--which was pretty good, as she has a lot of teachers.

And speaking of time, the only way to carve out some extra time was for her to get a ride to school. The county refused my request for private transport; I'm still working on this, but for now I am happy to drive her. It takes 8 minutes instead of 30+ each way and I get to recap her day with her aide. This is only really an issue 2 out of 5 days of the week; E has appointments right after school 3 days a week (special exercise program for biking, psychology, PT). School starts late here, and they get out late (4pm); this means there isn't that much time to do something fun/have appointments, eat, and do homework before bedtime (~830 pm--E needs a lot of rest).

Her aide is very helpful. She helps her organize her homework (there is so much issued and turned in online, it's mind-boggling), and carries her backpack/lunch when she is tired or her posture is too poor to manage extra weight. Elena typically has an extreme crouch situation in the fall because of the demands of school (lots of sitting, etc.) and this year is no exception. Her crouch is pretty bad, but objectively I think I've seen worse. Her backpack is heavy (I'm working with the Assistive Technology team to try to help this) but her classes are close to each other, and she only needs it in the first three periods of the day, when her energy is good. She wants to carry her own things and be self-sufficient--but she speaks up when she needs help because she feels unsafe or she is tired. In general, her teachers know I want her space to be accessible but also within the working group (socialization is a key element I stress with her educators). Her aide is close by, but tries to stay "invisible" so Elena can fit in as best she can. She leaves her classes a little early so she can navigate the hallways before they fill with students. The hardest times to manage are lunch (the lunchroom is loud, lots of people, and lots of fall hazards and a short time to eat)(she has designated snacktimes so she has enough opportunity to eat) and gym (outside fields are FAR away, inside gym is packed, needs Adaptive P.E. or other help).

Aside from all that, I wanted Elena to find something to enjoy, with peers, and make friends. I let her team know that I would make this a priority and try to help manage everything else. Because school gets out late, a lot of activities take place before the starting bell. Elena joined the art club, which she likes, and auditioned for a special choral group. Honor Choir meets twice a week before school; she loves it.


Managing the kids at school and ensuring downtime is very time consuming for me. Much more than I expected...it's a full-time job. It's much more difficult than elementary school. Time crunches/conflicts frequently end up in full-blown meltdowns, bringing the home to a standstill (hence our return to the psychologist--which is going very well, not to mention I think it would be a good thing for Elena to have a relationship with one through middle school). Rest is incredibly important, and we stress reasonable bedtimes and downtime. But it's a lot to fit in.

As for adaptations, that's still a work in progress. I have a few in mind that we haven't really tried yet; we'll have some experience with these by the end of the year, and I'll report about that. I'm not particularly tech savvy, but I hope Elena becomes so. 

And the best news? Elena is getting great grades, she's very responsible with her schoolwork (if only that could spill over to things at home!), and overall she seems happy. Her favorite subjects are Chorus and her Advanced Language Arts class. She is doing well and we are so very proud of her.

5th Grade Field Trip: The Good, the Bad, and the Wheelchair

I chaperoned a field trip for the 5th grade last week; when I do this, it is more or less understood that I will be helping Elena. I try to be in the background (sometimes it's not possible) and try to let Elena be my guide.

The kids rode a charter bus, and chaperones rode by car; I brought the wheelchair with me. It was a hot day, and I had never been to our destination(s) so I wasn't sure what to expect. E's teacher typically prepares me well for field trips--but every one is a learning experience, and no one can prepare for everything. Still, when E's teacher is around she is very good at including Elena, having her lead her own way, and keeping her as close to the group as possible. I really appreciate that she looks out for E.

We separated into two main groups; E's teacher was in "A", and we were in "B". A random assortment of 5th graders (which is fine), and lots of parent chaperones (which is great). The kids got off the bus and we immediately went to our first destination, outside, a short walk across the street/bridge overlooking the river ("short distance" is relative, of course).

I immediately noticed there was not a bathroom break after the hour+ bus ride.

I asked Elena if she needed to go, she shook her head no and she started walking. She walked, stood, and when she got tired, she rode in the chair. It was a good fit. The third stop, I could tell that she needed to go to the bathroom. Why does she wait until we are far away? I had to wheel her back to the building, up the elevator to the women's restroom. By the time we got back, the kids were heading back our way--not a huge big deal, but I wish she would have taken my advice and gone before the group headed out the first time. We meet up with the group, and the guide tells me they will be going around the back of the building and for use to take the elevator up to the 2nd floor (where we just were) and they would meet us inside. I asked THREE TIMES which building--they all had names, and the guide just kept pointing to "the tall one" and he would not repeat the building name after me to confirm (really, how hard is that?). We headed to the buildings, trying to make sure we wouldn't be late to meet the rest of our group.

We go upstairs. There is NO ONE.

We walk around--I look outside the building's back door--there is NO TRACE of the group. Honestly, I don't know how you lose 25 loud kids and a guide, but I did. I figured I was in the wrong building, or they went a lot further away than the guide told me. So we went back downstairs, to ask the 10+ staff members who were hanging around there. They didn't know where they were either. With Elena nearly in tears, I nearly headed for the next building over…but thought that the 2nd floor on those were all outside, and the guide had said "inside the 2nd floor" so we headed back up. We have been searching for this group for over 10 minutes. We go back to the first place we checked, and finally we see some students heading to the door. E walks outside to see them, and I storm over to the guide--who is standing by himself in the shade. And I tried to start off civil, but I was super pissed off that Elena was left out. He actually told us "we didn't miss anything", and then I just about blew my top--she did miss things (I saw pictures later) and we were left behind. He knew E could walk out of her chair, he saw her do it, she was standing closest to him while he spoke in the beginning of the tour--it wouldn't have taken any effort to have him tell us where to meet him outside on the second floor. But it didn't matter to him--before, or after my comments, that Elena was left out. I WAS LIVID.

After that the tour switched guides (nothing having to do with my little chat, it was already part of the plan) and he was wonderful while he told us all about Civil War Cannons. They had a group exercise where they pretended to be a 7-man cannon team, and he had no issues when Elena was in a group. It was refreshing to see how well it can be done after such a rocky start.

The rest of the visit at that site was pretty tame--lots of Elena and me, walking or riding. Elena's classmates were giggling and traveling in packs, as they do; when E walks with her crutches she is typically not in a pack b/c she doesn't fit, or doesn't fit in (not sure which). Sometimes that is hard to witness, but as far as I can tell her classmates are kind and friendly--but when out of school, Elena has a hard time hanging with a group. It's an objective observation.

The second destination was a science museum. We broke into small groups. The museum was fantastic; BUT, a lot of the interactive exhibits had a huge physical component (running, walking a tightrope, feats of strength, jumping, etc.). Elena and I did these things to the best of our ability--again, mainly just us two (but not always). She was typically walking with her crutches, unless we were across the museum and had to meet up with the rest of the group. Overall, it worked well, except for one occasion.

All the students were going to meet up at the end of the trip to watch an imax movie. We were approached by staff that suggested we enter the theater at the top (wheelchair access) rather than at the bottom, where there are stairs going up to the three groups of seatings. The guide said the rest of the students would enter at the bottom and fill in the two outside seating areas (the middle reserved for other patrons not associated with our field trip). Sounded good.

Right before the movie was supposed to start, two girls were missing from my small group of six girls. We had three adults watching 6 kids; I was full-time on Elena, which was assumed by all of us, but I should have been keeping an eye on other kids too and I did not do that well. The girls knew they were to check in with us, and stay in the same area (we all assumed they just got sidetracked or forgot). There were at least 5 adults looking for them over 4 floors of museum. After 10 (?) minutes we finally found them, hanging out with friends from another group--glad they were fine (we figured that was what happened), and then we all went to the movie. But I was really ticked off. If two girls wander off, the entire student body came to a halt until we were all together--but if Elena is behind, no one notices. (I do understand that they know she is safe with an adult, and this wasn't necessarily the case with the two other girls. I do. I can't help being extra sensitive.)

Anyway, the students approach the theater, Elena and I enter from the top. We went to the leftmost rows of seats, as they were closest to the wheelchair entrance/wheelchair parking area.

The students came in at the bottom--and they all sat on the rightmost set of seats, closest to the entrance. All of her friends were on the other side. So, we decided to move closer--and by the time we got there, every single seat next to students was taken. If Elena wanted to sit near the student body, she'd be sitting next to chaperones. She nearly burst into tears. I was upset too. As her parent and advocate, I was really disappointed in myself that this happened while I was 'on watch'. I'm supposed to be thinking ahead…I let her down.

The truth is, she could have walked into the theater with the rest of the students and walked up the steps and sat with her school friends. It wouldn't have been weird, and it would have been fine. But because we took the wheelchair option (which I realize is not an "option" for everyone) Elena was excluded from the group. It hurt.

I figured it would be better on the ride home--I had carpooled with other field trip parents, and we were going to take our kids home instead of having them ride the bus. I figured the three girls would be laughing and giggling on the way home, making any uncomfortableness that Elena might have had that day fade away. Only then did I realize that an additional girl was riding home in the van…and as they piled in, the three girls went to the backseat (natural order of things, we were last to the car) and Elena sat in the middle row. Away from the giggles and jokes. She tried to engage in the conversation, but she was left out…again. I nearly broke down in tears on the way home.

A special needs parent might have realized that if any of the other girls was in the middle row, the four of them would have engaged together--b/c it's harder for E to turn around, she's much smaller than the others and gets swallowed in the seat. And it's no knock on the other kids or parents--they are nice people, and unless your kid is like mine, you don't realize these things are happening. It hurt Elena's feelings, being left out again, and it hurt my heart that I didn't prevent it.

After we got home, Elena and I had a few conversations about the trip (I waited for her to start talking--I wasn't going to bring up any issues she hadn't noticed). We comforted each other (probably more of Elena comforting me, to be truthful). I decided, as much as I/we was upset about these things--there is always something to be learned out of a negative experience.

Here is my list of lessons from this experience:

1. Make E try the bathroom before the group mobilizes.
2. Wheelchair accommodations that remove her from the group impede her chances of social interaction. If possible, have Elena stay with the group and use the chair afterwards. This is important as I want the wheelchair to have a possible connotation at all costs--and this was our first negative experience.
3. Bring backpack (lunch, etc) with the chair (or chaperone, or E wears something small) to help save time going to/from the bus to save time/effort during lunchtime.
4. Have E wear something with accessible pockets (small backpack, purse, crutch pocket, vest, etc.) so she can carry money, water bottle, etc. (She left it all on the bus b/c that's what the other kids were doing, but most of them had purses or pockets. E did not on this day.)
5. Make plans to talk to the tour guides personally (if I am chaperone, which I plan on doing for most of these types of trips) to determine beforehand when/if E can stay with the group, and when to separate with a handicap accessible route. Have a plan to meet up as soon as possible.

I'd appreciate any other insights you might have about field trips. Even though the trip had some uncomfortable moments, I'm glad we had the opportunity to learn these lessons before middle school.

School's Here! First and Fifth Grade!

Happy First and Fifth grade!

Best I could get with the giggles

Both girls were very excited for school to be back in session. Now that it's been a few weeks, I feel like I can give my back-to-school report.

Vivian loves school.  She's very bright, I worry a bit of her being academically bored--but we'll handle that. No real concerns here.

Elena, on the other hand, needs attention. I am in regular contact with E's educators and principal, so we had worked out a plan for fifth grade. Of course, things got rearranged at the last minute. Overall it's good. Elena's fantastic fourth grade teacher ended up moving to fifth grade, and E was placed with her. I'm very happy about this. "Looping" is wonderful, provided it's a good fit, and it's a huge relief not to have to educate a new teacher about Elena's specific needs. The bad surprise was Elena doesn't have an aide. 

You read that right.

Her regular classroom aide (she has had one every previous year) wasn't signed enough hours with E to keep her gainfully employed. At first, I was shocked. But...maybe I shouldn't be. Elena isn't the only child in the class who previously needed an aide, and those other students have learned to handle their specific issues on their own. I started to bristle, figuring that I was going to have to get all "IEP-legal" but that wasn't at all the case. If Elena needs an aide, they will make that happen. They are trying to determine if she really needs one.

And I started thinking, well, it sure would be great if she didn't. Let's try it.

So far, things are going very well. It helps that the fifth-grade classrooms are as central as they can be; Elena's walking demands are less than previous years. She is working on one-crutch walking so she can carry items (some issues there, like decreased speed and hip turning inward, so that might not work out very well for regular school activity). There isn't a full-time aide in her class, but there is someone assigned to help E at certain times of the day--on/off the bus (carrying), lunchroom (carrying/seating), and gym (still working this out). Elena is enjoying being as independent as she can, and wants to be like her peers (no hulking adult presence). Her teacher does notice her fatigue at the end of the day, so Elena's needs may change. Also, E is better than ever with vocalizing her needs (being tired and needing to sit down, get a drink, carry something, etc.) which is absolutely fantastic. She also has a new school PT who is offering some great seating solutions (dynamic seating, re-energizing strategies for mid/late school day) and E's now under watch of the school OT for her non-verbal learning disability/OT re-energizing techniques. It's really been great so far. 

I've had three impromptu meetings with her IEP team/educators and they are a great group. Very attentive, quick to respond, offering new ideas and looking ahead to prepare us for middle school.

ElenaWatch continues...

Drama Club

At Elena's school, any 4th or 5th grade student can join the Drama Club.  They meet twice a week after school and perform a play (it will be in February).

Jason and I thought this would be a great opportunity for Elena.  It would give her a social, fun outlet to do with her peers, and hopefully make strong friendships and build confidence.  I asked E if she was interested.  She said no.

So, I waited a few days.  Jason mentioned it at dinner, hoping Elena was more open to the idea.  Nope.

At PT, Theresa mentioned it, and that several of E's friends were planning on joining.  Elena said she didn't think she wanted to do it...but she started wondering if it sounded fun.  By the end of the session, Elena decided she wanted to join Drama Club.

I had already arranged her after-school schedule, figuring Drama Club wasn't happening; now that she wanted in (and I support that idea), something had to move or be removed from her week.  I cringed b/c that regular event was her weekly private physical therapy appointment.  Next month, her schedule will open up a bit and we'll be able to arrange a new PT regimen--but until then, appointments will be less regular.

The first two days of Drama Club were auditions for their production, the musical version of Alice In Wonderland.  I accidentally deleted an email with preparation instructions and song practice, so Elena and I were in the dark as to what auditioning actually meant.  Each day Elena came home super happy and said auditions went well.  After the second day, there was a parent meeting.  The director made sure for us to remind our children that not everyone can get the part they want.  She advised the parents on how to deal with disappointment, and sent a sheet around for the kids to put down the part(s) they most wanted--just in case a child really wanted a small part, or wanted a backstage role, or something to that effect (in general, all the girls wanted Alice or the Queen of Hearts and all the boys wanted the Mad Hatter or the Caterpillar).  Roles were to be posted (sent by email) two days later.

We spent the next few days just doing our thing, hoping that Elena wouldn't obsess over what role she'd get (she didn't) or if she was nervous (she wasn't).  I kept checking my email, mostly because I was curious what role the director felt that Elena would best fit (naturally, she's the only impaired person in the club).

Roles came out just before midnight Friday.






Elena is Alice.

Welcome to 4th grade AND Kindergarten!

Here are my girls on their first day of school!

Elena, Fourth Grade

Vivian, Kindergarten (Elena's 2nd day of 4th grade) 

And since the school year is already underway, we've had lots of great experiences.  Vivian is doing very well in Kindergarten, and loves every day of school.  Elena loves seeing familiar friends, and is doing well socially and academically--this is a big deal, b/c in third grade she seemed to struggle with the material (especially math).  Elena's educators (teachers, aide(s), PT, other support staff at school) are so wonderful and do everything they can to help E be involved, having fun, and moving her best.  Her classmates--and the student body in general--are fantastic.  

River hunting at her first field trip! 

Checking out river creatures to see if the water is healthy

Vivian's first field trip to the Apple Orchard!

 Overall we are doing well with the school schedule.  Both girls go to bed early on school nights.  We've structured the day after school as to stress playtime/downtime immediately after school, then homework (usually it doesn't take Elena too long!), dinner, optional more homework/playtime, then bedtime ritual (stretches) and reading. It's working well, but with extracurricular activities, time can be a struggle.

By extracurricular activities--I mean school-sponsored afterschool classes.  I normally give each kid a choice of one class--this year, both girls picked Cooking (the classes last 6 weeks and vary quite a bit; E's first class was Chess in 2nd grade).  Then, Elena decided to join Drama club.  That's another post.

bonus moi

IEP Time

I know a lot of parents are very apprehensive of IEP season. I've been there...but not lately. Elena's educators seem to anticipate my every move. They are incredible.

SO--in case this helps anyone else out there, here is a condensed version of E's IEP.

Elena is in mainstream first grade, with what I consider an exceptional teacher. Mr. M is calm, patient, and allows/facilitates the kids to try to creatively solve their own problems--whether they be academic, personal, social, or physical. He follows curriculum and teaches them critical thinking, which in my opinion seems to be buckling in many classrooms under the pressure of standardized testing.

All parties believe that Elena is capable of participating in all activities in the general education setting. The focus of her IEP stresses "access to the curriculum" due to orthopedic impairment. Her goals relate to keeping physical pace with her classmates--transport within and between classrooms, using utensils (eating, writing, cutting, etc.), getting seated, staying focused, etc.

Elena's needs involve adult guarding for safety when navigating steps and appropriate accommodations during physical education, playground, and transitions to address her balance and mobility issues. As she gets older and more capable, she needs less help, and is nearing independence for most of the school day. Stairs, carrying, physical education and recess continue to be the areas of greatest need.

The following adaptations/modifications are required by her IEP:

1. Adaptive seating (cube chair for circle time, chair with foot support for classroom and lunchroom (tables are higher in some rooms).
2. Assistance to have her shoes/braces repositioned as needed.
3. Close proximal monitoring for transitions in/out of chairs/stroller/wheelchair as needed.
4. Extra time for transitions.
5. Guidance or assistance carrying items, managing clothes and equipment.
6. Individualized support for safety for all transitions outside of the classroom (including bus dismissal and arrival).
7. Physical support, adaptations and monitoring for access to PE curriculum.8. Stroller or wheelchair available for extensive transitions.

IEP goals for Elena in the upcoming year:

1. With support (hands held or wall) E will demonstrate a jump and landing without falling at least five times in a 30 minute period.
2. Elena will ambulate up and down 8 steps with one handrail and an adult for stand by assist keeping pace with her peers moving in the hallway.
3. Elena will consistently ambulate in the classroom without her loftstrand crutches demonstrating adequate deceleration and balance.
4. Elena will ambulate to/from lower playground safely with her loftstrand crutches and access climbing playground structure and slide with stand by assistance within a regular recess period.
5. Elena will transition from a seated position on the floor by half kneel to stand with hand support.



AND, if that wasn't enough, E's current first grade teacher will be "looping" with her class--meaning, he will be her second grade teacher as well. I am really looking forward to this arrangement!

An Emotional Week

E went on a school field trip last week. I asked her to tell me about it when I got home from work--she was very, very tired, but managed to tell me she enjoyed the trip, and that she walked the whole time (rough terrain, historic site, lots of grass/cobblestone/steps/etc.). I was happy on both counts.

Then I got a more complete picture.

Without going into too much detail....the terrain was too hard for E. She couldn't keep up with the class, and basically arrived at the end of the talking points at each location. She didn't have a great seating arrangement at lunch, and hardly ate a thing. Her feet fell asleep and hurt on the bus ride home b/c of a different bus carseat.

At that moment, I realized that my hope--no, my expectation, that Elena would need her current mobility devices or less as she gets older--was wrong.

And while it might not be a great device for her last field trip, it's the only choice that makes common sense.

Elena needs access to a wheelchair.

So we got one.

Run, Little Pigs, Run!!

I stopped by E's school today. This is just a little clip from P.E. class. Look how fast she is now!!



More posts soon. Uploading has taken forever, and I'm SO BEHIND on everything these days...

Miscellaneous Recap

I'm more than a little behind, but here's a recap.

Parent-Teacher Conference at school
I love E's teacher. He really tries to promote a sense of community in the classroom, and at the same time, allowing the children to be autonomous--at least, part of the time. This is difficult for Elena sometimes. Besides talking about what a great kid E is, e talked about how E relies on her aide, when both of us think she could do certain things herself. E's aide is FANTASTIC--but we wondered how far behind, if any, E would be if the aide just happened to be unavailable. This is an important test, since Elena will most likely not have an aide next year. I also learned (just recently) that we'll be redistricted to a different school next year. Ugh. Anyway, back to the meeting--E is very bright. At present, I have no worries about her academics. We have had some problems with teasing, and I brought it up. The teacher happens to be frustrated, with one child in particular, regarding teasing (not just directed to Elena, but she is an easy target). Not shortly after our meeting, there was a meeting with the principal, E, and the bullying student. That was a bit of a surprise to me--I didn't think they needed an official intervention. BUT, I applaud everyone for taking my concerns seriously. I didn't want to single Elena out. But, if it stops the teasing, or sets an example to show that behavior won't be tolerated, that's fine by me.

A Matter of Time
This sort of ties in to E and the school aide/independence thing. In essence, we don't carry Elena any more. We try to get her to do things herself. She can fully dress and undress herself (occasionally she gets caught up on socks, and we put her braces and shoes on) but it takes a LONG TIME. So, we dress her on school mornings. On four occasions, I have carried her from her bedroom, down the steps, on the way to the breakfast table. On EVERY one of those occasions, we've been 10 minutes early for the bus. That means it takes Elena 10 minutes to get out of her bed, and slide on her rear down the steps. 10 minutes--and that's for ONE of the many things we expect her to do herself before school. As you can imagine, our school mornings are regimented--as to when E needs to get up, be downstairs, finish her breakfast, etc. or else we will not be ready when the bus arrives. Early summer, I timed Elena doing various activities, and decided it took Elena on average 6 times longer to do any gross motor activity (and some other activities--she's a slow eater, for example). 10 minutes is longer than that (to get down the steps)--but that's b/c she's just waking up and her motivation is zero to get out of bed. STILL. Until this improves (and I believe it will, at least some) it's a struggle to help E get more independent, and have time to enjoy things. Everyone says "it's a balance", or something like that. I KNOW. I get tired of hearing/thinking that.

E plays with the Tee Ball set Viv got for her birthday (pretty awesome! We should have bought this months ago!)



Some PT videos









Dancing to Don Quixote

Thoughts on First Grade

I didn't have much apprehension about First Grade. Actually, I was looking forward to it-and Elena was too.

E's teacher this year is new to the school. He is very approachable, and seems to enjoy E in the classroom. He encourages autonomy and community within the classroom. One thing that surprised me was Mr. M's question regarding her in-school therapy time. Apparently, the PT was going to pull her out of recess. Mr. M. thought E might really like recess, and figured maybe I should weigh-in as to what E would miss while she was at PT.

I couldn't believe it.

I never thought of that before. E's been in public school for 4 years now, and this is the first time anyone asked me that.

Now, I'm not mad at the PT or teachers that E's had previously--I was so grateful that she was getting services in school, I never thought about anything else, and no one (including Elena) ever made me think that she was missing something during her therapy pull-out time.

But, things are different now. She's making friends, she's playing with others, her disability is front-and-center, and her playmates seem to be okay with it. She integrates herself in recess and P.E., and loves being active. I asked E's team (teachers, therapists, us parents, and E) what we felt was a good fit for school PT--and the decision was made that she'd miss a 1/3 of literacy time. That was a bit of a hard sell for me--Elena can read, but she still needs a lot of help. But we all agreed that she should not be pulled out of something physical to do physical therapy.

Right now, Elena still has her aide from last year, A. A still helps Elena with some things--pushing in/out her heavy tripp-trapp chair, carrying her lunch or tray in the lunchroom, occasional help in the bathroom, help on the playground and in P.E. She has an adaptive P.E. student help her once a week (they are great!). Elena still needs help on/off the SpEd bus. She gets the option to ride in her push-chair (wheelchair with small wheels) if she is very tired over a longer distance (after recess, for example).

We worked very hard over the summer for Elena to be more self-sufficient; the Summer of No Carrying paid off BIG TIME, as she can do so much more (hills, stairs, steps, etc.) and in a reasonable time frame. Over the school day, however, her endurance is not strong. I am expecting this to improve over the school year; by the end of First Grade, everyone is hoping that Elena will be fully independent (meaning no personal aide for normal school activities).

It's a big goal. But First Grade is a big year for us. I think Mr. M. is a good fit for Elena, during this physically, socially, and academically growing year.

Hello First Grade!

This morning we got up a little earlier for E's first day of First Grade. I figured it would take a little longer, since there would be No Carrying. NOPE!

Elena didn't sleep great...little aftershocks before bed didn't help either. Still, after only a little whining, she got up to face the day. We had picked out a dress for school the night before. She was all ready, waiting to sound the "Bus Alert", when I realized we had 10+ minutes before the bus came. So, one crutch in hand (and the other in mine), we went down the front steps to wait and take a few pictures. Vivian was upset she wasn't going to school.



When the bus arrived, her driver was really excited to see her. And to the surprise of everyone, she went for the bus step and handrail BY HERSELF and got herself aboard! That step is huge! All our work this summer of getting into cars by herself really paid off--getting on the bus was a "piece of cake", as E likes to say. YES!!

-insert after-school comments here?

Week(s) in Review

I am running out of energy these days...not sure why, but I am just tapped out at night. Things are going well--better than well, they're great! I'm just tired...so without much text, here's what's been going on lately (in no particular order).

Uncle Andy around for the weekend--and he brought his music set up. The kids had loads of fun singing and being musicians.


PT updates! E goes up a step BY HERSELF!


Bicycle "Sit Ups"--her first time quickly "physically problem solving"


Kindergarten Winter Concert: E stood up most of the time! She did GREAT!


E at mommy's work--better than ever, with cones


And she even helped me pick them up!


And Vivian looks up to E more than ever. PICS HERE

Kindergarten, in a perfect package

I used to have serious anxiety regarding Elena's public schooling. I was a wreck before she started Bright Stars, a public pre-K program; at the time E was only 3 years old, and I felt like that was too much for such a young child. The teacher was well-recommended, but they had never had a physically challenged child like E. It was PHENOMENAL.

The following year, a pre-K program popped up in our home district. I felt like it was important for E to be around peers that might possibly be in her future classes; but, the teacher was new, the school terrain was more challenging. E did GREAT.

I worried about kindergarten, with the ever-widening gross motor gap and the budding self-awareness of E's differences--and things are literally about as perfect as they can get. Despite what amounted to a head-on collision with the Special Needs Coordinator at E's kindergarten IEP, E's public school experience has literally been a dream-come-true.

Elena's impairment is strictly physical. Since the IEP is based on educational need, technically her disability does not mean she has an issue with learning or mastering the current curriculum. In the beginning (first year of pre-K) E had a pretty significant speech impediment/delay, she automatically qualified for special ed services (placement in pre-K, Speech Therapy and Physical Therapy during every school week). The speech delay was the qualifier for her placement. That speech delay resolved itself in nearly 5 months after she started school.

So, our key words for the following year(s) were 1: ACCESS to the curriculum, and 2: SAFE inclusion with her peers, all while fostering independence and social engagement. I was worried about E's ability to socialize with her peer group--prior to school, interaction with other children was minimal due to her physical limitations. She spent most of her time with her family, her doctors, and her therapists. Turns out E's a little social butterfly--her teachers have told me point-blank "do NOT worry about Elena's social skills", with a smile.

Elena has qualified for physical therapy services in school based on the goal of safe access/inclusion to her educational environment. Realistic goals, which she needs or needed help/training, such as: taking off her jacket and hanging up her bookbag; getting in and out of a seated position; PE class; getting to and from the bathroom; carrying school supplies; getting to classes in different rooms in a timely manner; navigating the playground; navigating the lunchroom. In kindergarten, there is one (part-time?) aide, the teacher, and 20 kids. If Elena falls, or is late, or has issues with a given activity, she'd be a major disruption to the normal class. And she used to fall often (post-PERCS, she's moves much better). E's IEP team decided in the beginning of the kindergarten year that it would be the best solution if E were to have her own full-time aide.

I was floored. Seriously? I was worried that the aide might prevent E from typical interaction with her peers--but that was actually just the opposite. Angela used to be a special needs teacher and practices "non-attachment"--which basically means even though she's there for E, she's just about invisible. She is AMAZING. E's access and inclusion is more than I ever hoped for, and that's due to her aide, her PT for pushing the idea of her aide, and her teacher(s) and her STUDENT PEERS.

The other kids are really great. I've been told teasing comes any day now; kindergarten, maybe a little sooner or later. E hasn't come home (yet) crying about what someone said or did to her. As a parent of a special needs kid, I guess that reality is more of a "when" than an "if". But her classmates are extremely wonderful. This whole mix has been incredible.

I know E's physical disability doesn't impair her ability to learn. So, technically, I guess that they could yank all her services at any time. I'm so grateful and thankful for what we've received. Apparently, once you have an IEP, your child qualifies for services for the next two years. Not sure what those services will be--in an ideal world, E would be eventually weaned off all special services as she grows more independent.

Here's what I do know: our public school experience has been amazingly positive. Elena's teachers have welcomed her with open arms, and her peers treat her like everyone else. We have been granted services every year E's been in school so far (3 years), including the Adaptive Physical Education (APE) program. All her educators want to include her as much as possible, and we are all working together to have Elena be as included and independent as possible.

It really takes a village...and mine is seriously awesome.

A Day in Gym

I took the afternoon off, to get some vital errands done before E's surgery the following day. One thing I really wanted to see was E in her gym class.

Her kindergarten class has PE 4 days a week. She has Adapted PE once a week (I think)-but even before being assessed for that, her gym teachers have always tried to have her involved as much as possible. E loves PE, and talks about her PE teachers almost every day.

The school PT suggested E get a gait trainer--it has been AWESOME!

E listening to the instructions for the PE game




It lets E try to stand alone, move in any direction, run, and use her arms. She fatigues easily. It's also obvious that lateral movement is not intuitive for her (moving sideways or stopping sideways)--but I can tell she LOVES having the chance to move like this.



What I most enjoyed watching was 1) how well E's aide is there when E needs her, yet she's practically invisible in terms of the kids doing the given PE activity and 2) how GREAT E's classmates are with her. They give her a wide berth, but also try to give her a chance to kick balls, throw balls, be in line...just be a NORMAL KID. It makes me tear up. Even though she's different, she's very much included. *snif*

E's IEP is in place

Whew. I know a lot of parents out there struggle with IEPs and school regarding their child's inclusion and education. I feel like I don't have much to complain about. Seriously.

I'm not going to go into details of E's IEP--mainly b/c since this blog is public, I am worried that some other local will read it and get angry about it. Or God forbid some school official reads it and decides it isn't appropriate. If you want to know, I'll tell you privately.

What I will tell you is that even though I have a great team, this whole process made me sick. LITERALLY. We've had 3 IEP meetings for E's Kindergarten (regular classroom) year. The stress involved, the worry about "what if I have to fight for this", "what if they deny that", "how will this work otherwise", kept me up for three days straight (before the last meeting, last week) and I was literally nauseous from stress. I cannot imagine what it is like for parents out there that have little support from their IEP team.

E's kindergarten class literally travels all over the school, 4 times a day. That's enough to tire out most of the class, the ones who walk about normally. For E it's extremely taxing. But I want her in there--included, doing as much as she can on her own. Making her own friends, writing her own journal, doing PE her own way, playing on the playground, carrying her own lunch, making her own mistakes, etc. Her educators do too. More than anything, E's teacher is amazing...not only b/c she's a good teacher, but b/c she knows the stress I feel and my worries (will E fall? will the kids tease her? will she get hurt? will she be able to do XYZ independently? how can she do X and be successful, like her peers?). She knows what it's like to be a special needs parent--because, literally, she's been there.

Yeah.

First Day of Kindergarten

So, how did we do?

We didn't make a big deal out of starting Kindergarten. She's been in public pre-K for 2 years already; AND, most importantly, I didn't want to trigger some inevitable anxiety meltdown about it being too early, or not liking the bus driver, or being shy, or new teacher, or [insert MD excuse here]. So the Night Before Kindergarten was just like any other night. No real issues.

Kindergarten Morning started off with crying in bed after being woken up. E said she was scared...of the bus driver, of being away from home, blah blah blah. I got out of that one by a little cuddling and then asking her if she wanted a white or purple and pink shirt to wear (purple and pink). Breakfast was a bowl full of tears (and some cheerios). I interrupted her weep session by asking her to smile--and I (sort-of) got one!



Then the morning started turning around. We talked about seeing friends again, wearing her new princess backpack. Wearing matching earrings for her outfit. I took E to wait outside for the bus, and look at this cutie!



We had a lot of gear to load on the bus: school supplies, packpack, lunch, crutches, sneakers (for the ride home). That's okay. I introduced myself to the new bus driver (the fact that it wasn't last year's driver was Meltdown-Inducible) and he was friendly. Elena was greeted with chimes of her name when she got on the bus; we have some friends on the same route and they were happy to see her--and I emphatically waved to them, and I swear their smiles were going to burst off their faces. I exited the bus, and kept waving until they drove out of view.

And then wondered about her all day...was she tired? Did she fall? Did she need help in the bathroom? Did anyone tease her? Did she make any new friends? How was navigating the playground? Could she manage the cafeteria?

The school PT called me after noon and told me E was doing GREAT. That was a relief.

I got home from work at about 530p. Everyone was sitting down to dinner. Without prompting, Elena says:

"I CANNOT WAIT TO GO BACK TO KINDERGARTEN!"

*fist pump* yessssssssssss!

First Day of Kindergarten is tomorrow...

Lots of preparation went into this day. I'm spent. I have lots I could write about...like her IEP meeting *the eve of the first day of school* for possible alterations...but I'm just too tired. Suffice it to say I have a (mostly) great team behind me and I have a lot of faith and respect for her educators. This year will be a "growing year"...physically, academically, and psychologically. Elena's self-awareness is coming to fruition and she continually sees herself different from others.

Let's hope she realizes there are lots of similarities, too.

Cross your fingers...it's gonna be a bumpy ride. But we're behind you all the way, Doodle.