Notes from PT

Today, Bridget had her weekly physical therapy session at school. Her PT sends a note home each time she works with Bridget. In the note today: a list of the things they worked on together (jumping, going up and down curbs & stairs, tiptoes, running, standing on 1 leg, balance beam, kicking, playing catch). There was also a little note at the bottom of the page:

"Bridget becomes jealous when I work with other students which motivates her to impress me :)."

Bridget, jealous? Interesting. I wonder what she'll do when we bring a new little sister home from Eastern Europe in May...

New

My time is short these days, and I have been meaning (and wanting) to get here and write about all kinds of things. I have several posts half-done. Does that count :)? Anyway, here are a few things I've been wanting to mention:

- Notice the search bar at the top right under header. Yea! It works. Feel free to try it out :).

- Updates on Bridget:

Preschool is going great. We just got her first progress report, and she is, well, making progress! She has a nice start on many of the goals on her IEP, which I am pleased about, but I am even more happy about how much she is enjoying school (as well as the bus and even her backpack!) and about all the new things she is doing and learning.

We're noticing a "language explosion"--in relative terms, of course. Last night, Bridget said, "I go sleep" and "Where cup? Where my cup!" She has started saying, "Oopsie!" (which has morphed from her very cute "Oop!"), and is now able to say every name in our family (a few of the names are short versions, like "Bri" for Brian...but we know exactly what she is saying, and it is clear to others as well). She is saying "Mom-my" and "Dad-dy" and "Em-my" (when previously she was just saying "Dad", "Mom", and "Em"). She is also beginning to put new words together to describe things, like, "baby sad". Bridget is still signing, but consistently saying words with the sign. She's repeating lots of things they must be doing in school, such as letting us know the type of weather each day at the bus stop (she signs and says "cold" or "rainy" or "sunny"). She will also randomly mention names of her classmates. She is singing along with the ABC's, Itsy-Bitsy Spider, You Are My Sunshine, Twinkle Twinkle Little Star, Happy Birthday and other songs. She says "Hap-py Birth-day" and "Pat-a-cake" very clearly, as well as many other words in the songs. Some parts are less clear to us, but she is attempting the whole song regardless. Wow!

Bridget is very much enjoying all of her siblings (and vice versa). She is absolutely part of the group, just as any other three-year-old would be. She especially likes reading with Emmy, listening to iPods with any of the kids and being in the basement when the boys are shooting baskets (trying to shoot baskets herself).

We ditched the official potty training way back in the summer. Right after we started, it was clear to me that while Bridget was showing many readiness signs, she was not 100% ready to potty train (mainly because she was not able to give me any notice before she needed to go...so even though she was mostly going in the potty, I never felt safe taking her anywhere in underwear). Being able to go when I asked her to was great, but in my mind, that did not constitute being "potty trained". Sometimes, we'd sit in the bathroom for a half-an-hour before she would go. A few days of that was more than enough for both of us, so I decided she was getting ready to train, but was not quite there. And there was really no hurry, other than some arbitrary timeline I'd set to potty train her by the age of three. I decided I'd assess as we go, and begin again when she was able to tell us consistently when she needed to go (and after she'd adjusted to preschool). She has made strides in all areas this past few months. Now it is a matter of me getting serious about it again. When I am able to be consistent and focus on potty training for at least a week, we'll begin again. I am not in a rush, though. It will happen sometime soon :).

I have been thinking of others during this holiday season, and have been giving whenever and wherever I can. Brian's 5th grade class has been talking about Random Acts of Kindness and has been trying to focus on things to do that (1) cost little--or no--money and (2) are unexpected. We've been talking at dinner time about what each of the kids is doing each day to show that they are paying attention to others and how they are spreading love and kindness. We're participating in food drives, adopt-a-family programs and other community-oriented programs, as well as encouraging the kids to give compliments and go out of their way to notice others & opportunities to make someone smile.

(Does anyone remember hearing about the customer who paid for the next person's order in the Starbucks drive-through? There's an idea that could be applied to any drive-through scenario.)

I have been busy fundraising for our local Ds organization, helping friends to locate hard-to-find gifts, and sharing special recipes with family and friends. I'll always answer the call when someone is looking for a certain type of recipe (holiday, nut-free, vegetarian, etc.) if something I have fits the bill. I'll also do some asking around if need be. Giving of time, talents or ideas is free and easy.

I have loved reading all the thoughts and ideas about giving on other blogs. Check Bethany's blog to find everyone else who is participating in her challenge.

Preschool Update #2 - October

Bridget's first preschool experience is shaping up to be very much like what I remember the other kids doing in preschool--with a few modifications.

Bridget sits in a cube chair during circle time (which gives her support and boundaries), which I don't remember seeing in other preschool classrooms. There are about five cube chairs in Bridget's classroom and they all get used :). She also has supportive chairs available for when she does artwork or fine motor work like drawing. That way, she doesn't have to work on balance or core strength when she is practicing fine motor skills and can put her efforts into using her hands and arms more effectively.

There is a wider variety of writing utensils offered in Bridget's classroom than I've seen in a typical classroom, so each child can find one that works best. There also seem to be a wider variety of manipulatives and sensory objects. There are more (trained) adults in the room on a regular basis than there are in most preschool classes. Otherwise, it seems very similar to any other preschool classroom.

From weekly newsletters (and from the crafts that have come home in Bridget's backpack, like the duck with "feathers" shown to the right), the main themes so far have been very typical: friendship, farm animals, apples, the letters of the alphabet, and pumpkins. Her class is taking a field trip to the pumpkin patch this week (I will try to post pictures).

I get an informal written report from Bridget's therapists on a weekly basis. So far, they are saying that Bridget is "following directions and transitioning well between activities". She is also "talkative and engaged" and "eager to participate".

One of the goals on her IEP is to increase the length of time she spends on "non-preferred" activities (i.e., things she doesn't want to do), so each of her therapists is encouraging her to "stay with" tasks rather than quickly moving from task to task. Good luck with that :)! Miss Bridget has a mind of her own and doesn't want to do things she, well, doesn't want to do. Not a surprise, there.

Her IEP, for the most part, is filled with things that Bridget has shown an interest in doing, or skills we believe are "functional skills" well within her reach which would be important to her participation in the classroom. Our goal was for most--if not all--of the items on her IEP to be things which would help her to be happier, healthier, or more independent (not just check marks on a standard development chart).

A few of the items on Bridget's IEP: learning classroom routines (with the help of visual supports and cues, such as picture cards and a visual clock), refining grasping skills necessary for writing down the road, saying her name, increasing the clarity of her speech (and increasing her spoken vocabulary), and encouraging large motor progress so she is able to better access and take full advantage of all that is offered on the playground and in the classroom.

Bridget's day is filled with all the typical things you usually find at preschool: reading, singing, pretend play, large motor play, arts and crafts, snack, etc. Here's a quick rundown of what her therapists are working on additionally:

OT - Bridget loves music, so her OT is incorporating songs and finger plays into their time together to help isolated finger movements and bilateral skills (a preparation for other fine motor work). She is also working with lacing shapes, puzzles, tongs, handwriting--lines and curves & imitating strokes (in preparation for writing the "B" in her name), and playing with pegs in therapy putty.

PT - Bridget's PT took a job with the local school system over the summer, so she basically moved with us from EI to preschool. The continuity has been awesome. She is working with Bridget on balance and core control (trampoline, swing, stepping on and off a mat, going up and down a ramp, standing on a beam, and going over obstacles & up and down stairs). They have also been working toward running ("fast feet"--which is hilarious to watch) and jumping.

Speech - Our SLP is working on consonant-vowel combinations with Bridget in an effort to help her enunciate sounds and words. She is also helping Bridget say the names of classmates and encouraging her to use two (or more) word requests and phrases ("Where Katie?" or "More tea.") As with the other therapies, they do most of their "work" through play, including reading and pointing to objects in Bridget's favorite books, singing her favorite songs, and sharpening speech skills through pretending (tea parties and pretending to talk on the phone, among other things).

Bridget loves the one-on-one attention from her teachers and therapists when she gets it. "Therapy" is often "playing" in small groups with classmates (typical peer models), so she is never out of the loop for long.

I am happy to answer any further questions for parents with preschool in the near future. Leave a comment here so others can read the questions and responses :).

Preschool Update #2 - October

Bridget's first preschool experience is shaping up to be very much like what I remember the other kids doing in preschool--with a few modifications.

Bridget sits in a cube chair during circle time (which gives her support and boundaries), which I don't remember seeing in other preschool classrooms. There are about five cube chairs in Bridget's classroom and they all get used :). She also has supportive chairs available for when she does artwork or fine motor work like drawing. That way, she doesn't have to work on balance or core strength when she is practicing fine motor skills and can put her efforts into using her hands and arms more effectively.

There is a wider variety of writing utensils offered in Bridget's classroom than I've seen in a typical classroom, so each child can find one that works best. There also seem to be a wider variety of manipulatives and sensory objects. There are more (trained) adults in the room on a regular basis than there are in most preschool classes. Otherwise, it seems very similar to any other preschool classroom.

From weekly newsletters (and from the crafts that have come home in Bridget's backpack, like the duck with "feathers" shown to the right), the main themes so far have been very typical: friendship, farm animals, apples, the letters of the alphabet, and pumpkins. Her class is taking a field trip to the pumpkin patch this week (I will try to post pictures).

I get an informal written report from Bridget's therapists on a weekly basis. So far, they are saying that Bridget is "following directions and transitioning well between activities". She is also "talkative and engaged" and "eager to participate".

One of the goals on her IEP is to increase the length of time she spends on "non-preferred" activities (i.e., things she doesn't want to do), so each of her therapists is encouraging her to "stay with" tasks rather than quickly moving from task to task. Good luck with that :)! Miss Bridget has a mind of her own and doesn't want to do things she, well, doesn't want to do. Not a surprise, there.

Her IEP, for the most part, is filled with things that Bridget has shown an interest in doing, or skills we believe are "functional skills" well within her reach which would be important to her participation in the classroom. Our goal was for most--if not all--of the items on her IEP to be things which would help her to be happier, healthier, or more independent (not just check marks on a standard development chart).

A few of the items on Bridget's IEP: learning classroom routines (with the help of visual supports and cues, such as picture cards and a visual clock), refining grasping skills necessary for writing down the road, saying her name, increasing the clarity of her speech (and increasing her spoken vocabulary), and encouraging large motor progress so she is able to better access and take full advantage of all that is offered on the playground and in the classroom.

Bridget's day is filled with all the typical things you usually find at preschool: reading, singing, pretend play, large motor play, arts and crafts, snack, etc. Here's a quick rundown of what her therapists are working on additionally:

OT - Bridget loves music, so her OT is incorporating songs and finger plays into their time together to help isolated finger movements and bilateral skills (a preparation for other fine motor work). She is also working with lacing shapes, puzzles, tongs, handwriting--lines and curves & imitating strokes (in preparation for writing the "B" in her name), and playing with pegs in therapy putty.

PT - Bridget's PT took a job with the local school system over the summer, so she basically moved with us from EI to preschool. The continuity has been awesome. She is working with Bridget on balance and core control (trampoline, swing, stepping on and off a mat, going up and down a ramp, standing on a beam, and going over obstacles & up and down stairs). They have also been working toward running ("fast feet"--which is hilarious to watch) and jumping.

Speech - Our SLP is working on consonant-vowel combinations with Bridget in an effort to help her enunciate sounds and words. She is also helping Bridget say the names of classmates and encouraging her to use two (or more) word requests and phrases ("Where Katie?" or "More tea.") As with the other therapies, they do most of their "work" through play, including reading and pointing to objects in Bridget's favorite books, singing her favorite songs, and sharpening speech skills through pretending (tea parties and pretending to talk on the phone, among other things).

Bridget loves the one-on-one attention from her teachers and therapists when she gets it. "Therapy" is often "playing" in small groups with classmates (typical peer models), so she is never out of the loop for long.

I am happy to answer any further questions for parents with preschool in the near future. Leave a comment here so others can read the questions and responses :).

Preschool: The Scoop

I've had several people ask questions about school/transportation specifics, so here are all the details of our preschool program:

Bridget turned three in July, and we were required to transition from Early Intervention services to our local city school district on her birthday. She recently began attending preschool in one of our local elementary school buildings (it happens to be our 'home" school, where all the kids have gone--and where Brian and Emmy are still). She is in school Monday- Thursday from 8:40-11:15 AM, and gets all of her "therapy" (80 minutes a week of OT, PT and speech) within the school day.

The program has a typical preschool curriculum and classroom set-up. Our other children went to a private community preschool (this program was not around when they were preschool age), but the class, routines, and classroom environment all seem very similar. The classroom is filled with toys (dolls, kitchen, dress-up, trucks, blocks), books, building materials, arts and crafts supplies...all the stuff you'd expect to find in a preschool classroom. There are also a few additional things, like special supportive chairs, picture labels on most objects, and special tools--like a wider variety of writing instruments--that are available in the room.

She's in a class with 6 other children at this point. Two other kids are on IEPs right now. The class has room for 12 students, 6 with IEPs and 6 without (typically developing peers). I think this is pretty common, as I've read several other blogs (from a variety of states) which have described a very similar set-up. (For anyone interested in the process of transition from EI to the school system, go here for a previous post that might be of interest.)

Bridget has one main teacher and two paraprofessionals in the classroom. Her OT, PT and SLP all work with each of the kids in the class who need those services. Almost all of her "therapy" takes place in the classroom within the course of a typical school day. Her classroom teacher and aides are all aware of Bridget's IEP and place a little extra focus on her specific goals in any work they do with her (in play, or during art time, recess, etc.). The way they've described it, it sounds very much like what we have already been doing at home: going about normal life, while recognizing appropriate times to reinforce a particular skill or approach.

About the bus: Bridget rides a bus specially outfitted for young children and kids with particular needs (wheelchairs, etc.). You can see in previous photos that Bridget is strapped into a five-point harness (part of the bus equipment, not ours). She seems to be very comfortable and safe in it! She has a bus driver and an aide who rides along with the kids. The bus is specifically for preschoolers. Only the kids on IEPs are able to ride the bus, so there is just one other little girl who rides the bus with Bridget. The ride to the school, even with one other stop, is about 6 minutes.

I was able to meet the driver and see the bus (in addition to being able to follow the bus on its route) as soon as the school year started. If I would've had any sense that it was not an ideal situation, I would have taken her myself! I was really worried about the bus. It turns out that (1) I had no reason to worry and (2) it is much more convenient and (3) she is really starting to enjoy it!

This is the end of our second week in school, and Bridget is doing great! She is getting on the bus happily and comes home happy. She's not even particularly tired when she gets home, which is a little bit surprising to me. But, I should know by now to expect surprises daily with my little-big girl.

The sun is shining, school is back in session, and my beautiful, sweet Bridget is thriving. Life is good...

Preschool: The Scoop

I've had several people ask questions about school/transportation specifics, so here are all the details of our preschool program:

Bridget turned three in July, and we were required to transition from Early Intervention services to our local city school district on her birthday. She recently began attending preschool in one of our local elementary school buildings (it happens to be our 'home" school, where all the kids have gone--and where Brian and Emmy are still). She is in school Monday- Thursday from 8:40-11:15 AM, and gets all of her "therapy" (80 minutes a week of OT, PT and speech) within the school day.

The program has a typical preschool curriculum and classroom set-up. Our other children went to a private community preschool (this program was not around when they were preschool age), but the class, routines, and classroom environment all seem very similar. The classroom is filled with toys (dolls, kitchen, dress-up, trucks, blocks), books, building materials, arts and crafts supplies...all the stuff you'd expect to find in a preschool classroom. There are also a few additional things, like special supportive chairs, picture labels on most objects, and special tools--like a wider variety of writing instruments--that are available in the room.

She's in a class with 6 other children at this point. Two other kids are on IEPs right now. The class has room for 12 students, 6 with IEPs and 6 without (typically developing peers). I think this is pretty common, as I've read several other blogs (from a variety of states) which have described a very similar set-up. (For anyone interested in the process of transition from EI to the school system, go here for a previous post that might be of interest.)

Bridget has one main teacher and two paraprofessionals in the classroom. Her OT, PT and SLP all work with each of the kids in the class who need those services. Almost all of her "therapy" takes place in the classroom within the course of a typical school day. Her classroom teacher and aides are all aware of Bridget's IEP and place a little extra focus on her specific goals in any work they do with her (in play, or during art time, recess, etc.). The way they've described it, it sounds very much like what we have already been doing at home: going about normal life, while recognizing appropriate times to reinforce a particular skill or approach.

About the bus: Bridget rides a bus specially outfitted for young children and kids with particular needs (wheelchairs, etc.). You can see in previous photos that Bridget is strapped into a five-point harness (part of the bus equipment, not ours). She seems to be very comfortable and safe in it! She has a bus driver and an aide who rides along with the kids. The bus is specifically for preschoolers. Only the kids on IEPs are able to ride the bus, so there is just one other little girl who rides the bus with Bridget. The ride to the school, even with one other stop, is about 6 minutes.

I was able to meet the driver and see the bus (in addition to being able to follow the bus on its route) as soon as the school year started. If I would've had any sense that it was not an ideal situation, I would have taken her myself! I was really worried about the bus. It turns out that (1) I had no reason to worry and (2) it is much more convenient and (3) she is really starting to enjoy it!

This is the end of our second week in school, and Bridget is doing great! She is getting on the bus happily and comes home happy. She's not even particularly tired when she gets home, which is a little bit surprising to me. But, I should know by now to expect surprises daily with my little-big girl.

The sun is shining, school is back in session, and my beautiful, sweet Bridget is thriving. Life is good...

Disability is Natural, Part II

It is hard not to notice that Bridget's development is delayed in comparison to other kids her age. What that actually means depends on who you are asking. I honestly don't care much where she falls on a standard development scale.

In general, it seems to me that Bridget is thriving--she's happy and healthy and fully able to do many, many things. There are times, though, that it seems like she would benefit from some extra help to reach a goal (of hers) or something she is already clearly working toward herself.

And that help is out there. And it is being offered to us. Do we reject help because it is tied to the "service system" and because accepting the help means we would have to "buy in" to the service system mentality?

I don't think so. We do, though, need to have a clear vision of what place "services"/"therapy"/"help" have in our lives, and what they mean for our children. We need to realize that we (parents) are a huge piece of the puzzle, and that we set "the tone" for our child's early life.

As many of us have already learned, a spotlight on development can be a constant reminder of deficits--and of differences. Too much therapy and focus on what a person cannot do happens at the expense of celebrating what the person can do, and what he or she has achieved. It also often happens at the expense of offering a person the typical experiences that we all need and deserve to have.

People with disabilities are often offered different opportunities in school and in life because they are seen as different (or worse yet, incapable--or worse still, "less than") which, in turn, keeps them isolated rather than encouraging them to be a part of things. If we're not careful, we can unknowingly accept this--and even encourage it--by our enthusiastic participation in early intervention programs and/or extra therapy sessions. If we're not careful, we can--without even realizing it--effectively begin to treat our kids as different and in need of help to make them more like their peers.

Chris and I have thought a lot about "therapy" and services over the past three years, and how best to make use of help that has been offered without somehow underestimating Bridget or pushing her unwittingly into a "special" life--a life of being different. We don't see her as "broken" and in need of fixing, but if we're being realistic, it seems clear that she will benefit from targeted teaching and extra help (all kids do in one area or another).

We want Bridget to have every chance to live a full, healthy and happy life, to develop meaningful relationships, and to have lots of experiences and opportunities. We know we have to find the delicate balance between giving her the support she needs and not placing emphasis on her challenges.

We had a great early intervention experience (a true partnership with her EI team), and I'll write more about that here later (I'll print the text to an article I wrote recently about the subject). There are many valuable aspects in having a team of developmental specialists to help support a child's learning and overall health.

But it is interesting that we see the most development in Bridget not when we've had a lot of "therapy" sessions, but rather when we're on vacation (over the Holidays, Spring Break, Summer break) or when we're with extended family for several days in a row. It is when she is exposed to lots of different people, of different ages and interests, personalities, etc.--or when she is provided numerous, rich opportunities to explore, interact and experience life--that she really seems to thrive and grow.

To be continued...

**Lisa at Finnian's Journey has several great posts up about parenting a child with a developmental delay, and about the book Disability is Natural by Kathie Snow. If you have a chance, visit this page for more background on Kathie Snow and her philosophies.

Disability is Natural, Part II

It is hard not to notice that Bridget's development is delayed in comparison to other kids her age. What that actually means depends on who you are asking. I honestly don't care much where she falls on a standard development scale.

In general, it seems to me that Bridget is thriving--she's happy and healthy and fully able to do many, many things. There are times, though, that it seems like she would benefit from some extra help to reach a goal (of hers) or something she is already clearly working toward herself.

And that help is out there. And it is being offered to us. Do we reject help because it is tied to the "service system" and because accepting the help means we would have to "buy in" to the service system mentality?

I don't think so. We do, though, need to have a clear vision of what place "services"/"therapy"/"help" have in our lives, and what they mean for our children. We need to realize that we (parents) are a huge piece of the puzzle, and that we set "the tone" for our child's early life.

As many of us have already learned, a spotlight on development can be a constant reminder of deficits--and of differences. Too much therapy and focus on what a person cannot do happens at the expense of celebrating what the person can do, and what he or she has achieved. It also often happens at the expense of offering a person the typical experiences that we all need and deserve to have.

People with disabilities are often offered different opportunities in school and in life because they are seen as different (or worse yet, incapable--or worse still, "less than") which, in turn, keeps them isolated rather than encouraging them to be a part of things. If we're not careful, we can unknowingly accept this--and even encourage it--by our enthusiastic participation in early intervention programs and/or extra therapy sessions. If we're not careful, we can--without even realizing it--effectively begin to treat our kids as different and in need of help to make them more like their peers.

Chris and I have thought a lot about "therapy" and services over the past three years, and how best to make use of help that has been offered without somehow underestimating Bridget or pushing her unwittingly into a "special" life--a life of being different. We don't see her as "broken" and in need of fixing, but if we're being realistic, it seems clear that she will benefit from targeted teaching and extra help (all kids do in one area or another).

We want Bridget to have every chance to live a full, healthy and happy life, to develop meaningful relationships, and to have lots of experiences and opportunities. We know we have to find the delicate balance between giving her the support she needs and not placing emphasis on her challenges.

We had a great early intervention experience (a true partnership with her EI team), and I'll write more about that here later (I'll print the text to an article I wrote recently about the subject). There are many valuable aspects in having a team of developmental specialists to help support a child's learning and overall health.

But it is interesting that we see the most development in Bridget not when we've had a lot of "therapy" sessions, but rather when we're on vacation (over the Holidays, Spring Break, Summer break) or when we're with extended family for several days in a row. It is when she is exposed to lots of different people, of different ages and interests, personalities, etc.--or when she is provided numerous, rich opportunities to explore, interact and experience life--that she really seems to thrive and grow.

To be continued...

**Lisa at Finnian's Journey has several great posts up about parenting a child with a developmental delay, and about the book Disability is Natural by Kathie Snow. If you have a chance, visit this page for more background on Kathie Snow and her philosophies.

Preschool!

Just a few months ago, I wasn't even considering sending Bridget to preschool in the fall. She wasn't really walking yet, or talking much, and she just seemed so little. I couldn't imagine other people for caring for her, or having her away from me.

Our Early Intervention team encouraged me to visit the preschool classroom in our local elementary school. As soon as I walked in, my first thought was, Oh my gosh, I am holding her back. By the time of the classroom visit, Bridget had started walking and her spoken language was exploding. She'd started purposefully playing with other kids. Her development had snowballed. I knew she would love the classroom and being with the other kids. I knew she would thrive in that environment.

So the big news...We signed papers yesterday to approve an Individualized Education Program (IEP) for Bridget in our local school system. (See previous post for our Mission Statement for Bridget's Preschool Services.)

Since Bridget's third birthday falls over Summer break, the process to have her evaluated for preschool services was on a fast track. Typically, during the school year, the meetings are scheduled over a several month period. In our case, all of the meetings and evaluations took place over this past week.

We had a home-based evaluation with a School Psychologist and a Speech-Language Pathologist (SLP), and a play-based evaluation (which took place in one of our local elementary school buildings) with a Physical Therapist(PT), Occupational Therapist(OT),the same SLP that came for the home-based evaluation, and an Early Childhood Intervention Specialist (ECI). Yesterday was our our official meeting to hear the results of all the evaluations and assessments, to learn whether or not Bridget qualified for services, and to begin her IEP.

I was so nervous about the whole process. I'd heard stories about children being treated like numbers, parents being told mostly of their child's deficits and delays, and services being denied (even when the parents knew the child would benefit significantly from additional help).

I was prepared for the language of the service system--and the results of the evaluations--to sting. I was prepared for therapists who were more concerned about noting Bridget's delays (by virtue of the goal of the evaluation process--to justify providing services) than they were about seeing her strengths or potential.

I thought I would see that most of the goals on Bridget's IEP would be geared toward making her more like a "typical" three-year-old in the classroom, and that some of the goals would be a bit silly (like to cut "4 snips in paper with scissors on 6 out of 10 observed attempts"--this goal was on a sample IEP).

I tried to remind myself that each situation is unique and that I couldn't head into this process being insecure or cynical. I decided to focus on how certain adjustments, accommodations or assistance might benefit Bridget, and to remember all she is capable of doing at this point.

I knew my skepticism about the process of evaluation, or about the nature of "therapy" (which is sometimes seen as trying to "fix" something that is broken) could get in the way of what is best for Bridget.

Chris and I came up with a plan to survive the transition, to make it productive, and to ease the new system into our lives: we would assume that the people evaluating Bridget were interested in helping her meet her potential (and would understand that much of the process is a formality); we would be open to hearing whatever we were told; and we would place most of our focus and energy on ways to help Bridget be happier, healthier or more independent.

It turns out that our concerns were unfounded. Bridget's evaluations revealed a delay in the following areas: Physical, Adaptive Behavior, Cognitive and General Development, which means that she qualifies for services. Her scores in the areas of Social-Emotional Development and Communication were in the average range. None of this was a surprise. (Bridget will be receiving speech services, as her spoken language is delayed. Her ability to understand--and be understood through signs, words and expressions--is quite good.)

Our team was wonderful: bright, organized, detailed, direct, and kind. We were told several times that they realized we were being given a lot of information to process, and that what the evaluations revealed was a "snapshot" in time. It was what they saw from Bridget on that particular day, and from our answers on the surveys provided, and did not necessarily reflect all of Bridget's skills and capabilities.

The reports were specific, and areas of accomplishment, as well as areas of delay were noted. Things that Bridget is not yet doing, or things that are not even on her radar, were discussed in the reports, but the focus was mostly on her accomplishments and skills that are emerging.

We discussed the IEP her team had set, adaptive and assistive devices they plan to use in the classroom and timeframes for "therapy" each week.

It's clear that the goal of the school system is to help Bridget grow and develop from where she is right now, which is exactly what we had hoped to see and hear.

Bridget starts preschool this fall, four days a week, two-and-a-half hours each day. She will be in the same building with Emmy and Brian. I'll sign enrollment papers in early August.

I know Bridget will thrive in the classroom environment and I am thrilled to have capable, caring people to help her. She is going to love school!

Preschool!

Just a few months ago, I wasn't even considering sending Bridget to preschool in the fall. She wasn't really walking yet, or talking much, and she just seemed so little. I couldn't imagine other people for caring for her, or having her away from me.

Our Early Intervention team encouraged me to visit the preschool classroom in our local elementary school. As soon as I walked in, my first thought was, Oh my gosh, I am holding her back. By the time of the classroom visit, Bridget had started walking and her spoken language was exploding. She'd started purposefully playing with other kids. Her development had snowballed. I knew she would love the classroom and being with the other kids. I knew she would thrive in that environment.

So the big news...We signed papers yesterday to approve an Individualized Education Program (IEP) for Bridget in our local school system. (See previous post for our Mission Statement for Bridget's Preschool Services.)

Since Bridget's third birthday falls over Summer break, the process to have her evaluated for preschool services was on a fast track. Typically, during the school year, the meetings are scheduled over a several month period. In our case, all of the meetings and evaluations took place over this past week.

We had a home-based evaluation with a School Psychologist and a Speech-Language Pathologist (SLP), and a play-based evaluation (which took place in one of our local elementary school buildings) with a Physical Therapist(PT), Occupational Therapist(OT),the same SLP that came for the home-based evaluation, and an Early Childhood Intervention Specialist (ECI). Yesterday was our our official meeting to hear the results of all the evaluations and assessments, to learn whether or not Bridget qualified for services, and to begin her IEP.

I was so nervous about the whole process. I'd heard stories about children being treated like numbers, parents being told mostly of their child's deficits and delays, and services being denied (even when the parents knew the child would benefit significantly from additional help).

I was prepared for the language of the service system--and the results of the evaluations--to sting. I was prepared for therapists who were more concerned about noting Bridget's delays (by virtue of the goal of the evaluation process--to justify providing services) than they were about seeing her strengths or potential.

I thought I would see that most of the goals on Bridget's IEP would be geared toward making her more like a "typical" three-year-old in the classroom, and that some of the goals would be a bit silly (like to cut "4 snips in paper with scissors on 6 out of 10 observed attempts"--this goal was on a sample IEP).

I tried to remind myself that each situation is unique and that I couldn't head into this process being insecure or cynical. I decided to focus on how certain adjustments, accommodations or assistance might benefit Bridget, and to remember all she is capable of doing at this point.

I knew my skepticism about the process of evaluation, or about the nature of "therapy" (which is sometimes seen as trying to "fix" something that is broken) could get in the way of what is best for Bridget.

Chris and I came up with a plan to survive the transition, to make it productive, and to ease the new system into our lives: we would assume that the people evaluating Bridget were interested in helping her meet her potential (and would understand that much of the process is a formality); we would be open to hearing whatever we were told; and we would place most of our focus and energy on ways to help Bridget be happier, healthier or more independent.

It turns out that our concerns were unfounded. Bridget's evaluations revealed a delay in the following areas: Physical, Adaptive Behavior, Cognitive and General Development, which means that she qualifies for services. Her scores in the areas of Social-Emotional Development and Communication were in the average range. None of this was a surprise. (Bridget will be receiving speech services, as her spoken language is delayed. Her ability to understand--and be understood through signs, words and expressions--is quite good.)

Our team was wonderful: bright, organized, detailed, direct, and kind. We were told several times that they realized we were being given a lot of information to process, and that what the evaluations revealed was a "snapshot" in time. It was what they saw from Bridget on that particular day, and from our answers on the surveys provided, and did not necessarily reflect all of Bridget's skills and capabilities.

The reports were specific, and areas of accomplishment, as well as areas of delay were noted. Things that Bridget is not yet doing, or things that are not even on her radar, were discussed in the reports, but the focus was mostly on her accomplishments and skills that are emerging.

We discussed the IEP her team had set, adaptive and assistive devices they plan to use in the classroom and timeframes for "therapy" each week.

It's clear that the goal of the school system is to help Bridget grow and develop from where she is right now, which is exactly what we had hoped to see and hear.

Bridget starts preschool this fall, four days a week, two-and-a-half hours each day. She will be in the same building with Emmy and Brian. I'll sign enrollment papers in early August.

I know Bridget will thrive in the classroom environment and I am thrilled to have capable, caring people to help her. She is going to love school!

Mission Statement for Services

We've revised our Family Mission Statement from Early Intervention for Bridget's transition to the school system. I'll be posting information on our experiences with her new set of goals and services as we move forward. I am posting this here to give others an idea of how we are approaching Bridget's growth and use of specialized services. If you are in the process of formulating your own Mission Statement, please feel free to pull from the following as needed.

Mission Statement
For Bridget's Preschool Services

We believe that Life is a gift, and that Bridget is a gift. We believe that all people are always in the process of becoming--and that all people seek to find meaning in Life. We value Bridget as a person and as a family member.

As her parents, our goal is to be educated and able to make informed decisions about Bridget's care and to be the very best advocates for her in all arenas. We will approach her learning with creativity and dedication. We will work willingly with teachers, therapists, administrators and other care providers to create and carry out an appropriate plan for Bridget’s growth and participation in the classroom.

We’d like to see cues-based instruction whenever possible, or encouraging Bridget to acquire skills as she shows readiness (instead of "teaching" her from a pre-existing plan based on standard development scales).

Bridget is reaching milestones on her own timeline, and has her own set of talents and limitations. We’d like to pay attention to her gifts while offering her opportunities to grow.

We believe strongly in Bridget--in her abilities and potential--and in her right to be treated with love and respect. We realize that she will benefit from specialized services and are committed to giving her every type of support and encouragement to be as happy, healthy and independent as she can be.

Mission Statement for Services

We've revised our Family Mission Statement from Early Intervention for Bridget's transition to the school system. I'll be posting information on our experiences with her new set of goals and services as we move forward. I am posting this here to give others an idea of how we are approaching Bridget's growth and use of specialized services. If you are in the process of formulating your own Mission Statement, please feel free to pull from the following as needed.

Mission Statement
For Bridget's Preschool Services

We believe that Life is a gift, and that Bridget is a gift. We believe that all people are always in the process of becoming--and that all people seek to find meaning in Life. We value Bridget as a person and as a family member.

As her parents, our goal is to be educated and able to make informed decisions about Bridget's care and to be the very best advocates for her in all arenas. We will approach her learning with creativity and dedication. We will work willingly with teachers, therapists, administrators and other care providers to create and carry out an appropriate plan for Bridget’s growth and participation in the classroom.

We’d like to see cues-based instruction whenever possible, or encouraging Bridget to acquire skills as she shows readiness (instead of "teaching" her from a pre-existing plan based on standard development scales).

Bridget is reaching milestones on her own timeline, and has her own set of talents and challenges. We’d like to pay attention to her gifts while offering her opportunities to grow.

We believe strongly in Bridget--in her abilities and potential--and in her right to be treated with love and respect. We realize that she will benefit from specialized services and are committed to giving her every type of support and encouragement to be as happy, healthy and independent as she can be.