Ben Gives Us Another Scare


One day when Ben was four or five years old I received a call from the executive director at Charles Webb.  Ben had fallen backward while playing with a friend and had bumped his head on a bookshelf

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.  When she first told me it didn’t cause any real panic.  Ben’s gait was still unstable and for him falling was a fact of life.  My concern did rise, however,  when she said he had a cut on the back of his head and as a precaution they had sent him across the street to the hospital to see if he needed stitches.  I hung up, called Dennis, and we both agreed to meet at the hospital emergency room.

When we arrived at the Medical University emergency room we were met by a young resident who had been the first doctor to examine Ben when he arrived.  He took us to the room where they were treating him and Ben was lying on a bed asleep.  The back of his head had been shaved and there was a two or three inch cut that had been stitched up.  A flood of emotion came over me when I saw it.  The doctor assured us that the cut looked
much worse than it was.  However, he did want us to look at the x-rays they had taken.   As a precaution when a child falls as Ben did they usually take x-rays of the neck area to be sure there was no spinal column damage.  When they had first brought Ben in, he had been secured by the EMT’s so he could not move around until the x-rays were taken.  The doctor didn’t know about Ben’s unique physical condition when he first looked at the x-rays and thought  the fall may have caused some damage.  He thought he was delivering news to Dennis and me that afternoon that would be life-changing for Ben.  He began to say that the injury could be serious.  Dennis and I at first were in shock.  Then Dennis asked if it could possibly have anything to the cerebral palsy or trisomy-9.  It was clear that the doctor did not realize that Ben had cerebral palsy, and it wasn’t a surprise since no history had been given until Dennis and I arrived at the hospital.  We immediately contacted one of Ben’s regular doctors to come down to read the results and sure enough though the x-ray was not normal; it was normal for Ben.

Looking back I can remember the panic I felt for the short time when I thought Ben may have a serious injury.  I can only imagine what parents go through who are given this kind of news and it isn’t a false alarm.

 

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Our First “Real” IEP in Charleston


The first “real” IEP we had while in Charleston did not turn out any better than the first one we had in Richmond. I say first “real” IEP because we had on two different occasions done IEP’s that were written for placement at the Charles Webb Center. We had sat with our case manager and the lead teacher and together formulated Ben’s educational and therapy schedules without any problems whatsoever.

This IEP would be the one which would place him in one of the Charleston County public schools. There were a few areas that we knew going in were going to be points of contention simply because parents who had gone before us had experienced problems and told us about it.

First, the school system was having a lot of trouble dealing with the whole “least restrictive environment” part of the law. They were focused on the part that said “to the greatest extent appropriate”. And their definition of the word “appropriate” only included having the children on the playground for a few minutes together at recess. Life was so much easier when they were able to keep the special needs kids in a self-contained classroom with no contact whatsoever with the other children.

Second, there was a constant struggle with transportation

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. Charleston County had hard and fast rules and they were not going to make any exceptions in fear of “opening a Pandora’s box.” I completely understand this, but the number of children in our district that were identified as having special needs and were Ben’s age could probably be counted with the fingers on one hand. The issue was transporting Ben to Charles Webb after the program as opposed to transporting him home, where there happened to be an empty house since both Dennis and I worked. Our issue was that hundreds of children in Mt. Pleasant were being transported to daycare facilities after school. The problem with taking Ben to Charles Webb was that it was just over the district line (still in the county), and that was against the rules. Since the program in the school was only designed to last for a few hours, without transportation we were having a lot of trouble justifying taking him out of Charles Webb and sending him to the public school.

We had one more year before we were required to send him to a full day of public school, but Dennis and I truly wanted to work with the school system because we felt that the short program would be a good partial transition for him. However, they were completely rigid in what they were willing to do. We had even discussed between ourselves ways to make the transportation issue work. The deal breaker was their unwillingness to commit to any real provisions for a least restrictive environment. They were very anxious to get Ben into the public school system, and I’m assuming their concerns were based upon statistics they had to report to the “powers that be”. They didn’t give us a lot of reason to believe that their concerns had anything to do with what was best for Ben (but I could be wrong).

The result: Once again after about two days of negotiating; we chose not to sign the IEP and left Ben at Charles Webb another year until he was eligible for the full day Kindergarten program.

……It turned out that all we were doing was “kicking the can down the road”; because this battle was not over.

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Preparing for the IEP


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As time passed and Ben grew older we knew it was just a matter of time before he would move from the day program at Charles Webb to a school in the Charleston County system. We had talked to many friends about what to expect during the IEP with the county

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. To say the least we were a bit skittish given the trouble we ran into with our first IEP in Richmond. Below are just a few things we learned over the years along with recommendations friends made to us.

Preparation
1. Think about and write down what it is you really want for your child. Be specific.
2. If this is your first meeting with this particular IEP team, try to build a relationship with at least some of them prior to the meeting. That will start the meeting on a positive note, and make it easier to voice opinions.
3. Review all of your records and decide which you might want to take to the meeting. Decide if you want to provide copies to the team for reference.
4. Ask doctors and/or therapists who will not be in attendance for their input. Have them provide in the form of a letter.
5. Talk to others who have been through the process to get their advice.
6. Find out how long the meeting is scheduled to last. Some of the groups we have been involved with were notorious for scheduling meetings right before and right after. The last thing you want is to feel rushed.

 The Meeting
1. Don’t let anyone forget that the meeting is for your child. Dennis and I have been known to bring a picture of Ben to the meetings.
2. Make sure the IEP is written in the meeting. We have had occasions where we have shown up and the IEP was completely done and we were to read, ask questions, and sign. You the parent are an integral part of the IEP team and should take part in writing the IEP.
3. Make sure you understand all that is being proposed. Don’t be afraid to ask questions.
4. Make sure everything is written down. Verbal agreements can easily be forgotten.
5. Keep emotions in check. It’s easy to get emotional when talking about your child, but it doesn’t help the process.
6. If you are not completely satisfied with the end result, take it home and review and ask to schedule a follow-up meeting. However, be positive; not antagonistic.

Next……Our First IEP in Charleston.

 

Posted in Cerebral Palsy, Cerebral Palsy, Disabilities, Intellectual Disabilities, Intellectual Disabilities, Special Needs, Trisomy, Trisomy 9, trisomy9 | Tagged , , , , , | 1 Comment

Building Ben’s Physical Strength


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When it came to Ben’s physical therapy in Charleston we could not have been luckier.  We were blessed with an excellent physical therapist

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. Denise Fredericks worked with Ben during a critical time in his development.  Denise deserves a great deal of credit for the physical strides Ben made during the time we were there.  When we arrived in 1991 Ben was not crawling and only recently had enough neck strength to hold up his head.   By the time we left four years later he was walking with the aid of a walker.  This was a feat  that we had been told by experts just a few years earlier would never happen.  Having watched many of her physical therapy sessions with Ben I think what made Denise so effective was how she focused on specific areas and muscles in her attempts to help build Ben’s strength.  Ben loved Denise because she not only made his therapy sessions fun, but her genuine concern for him was so obvious.  I can honestly say that the hardest thing about leaving Charleston was leaving Denise.  She certainly was one in a million.  I think of her often especially when Ben gets away from me at the store forcing me to run, yes run, down the aisles to catch him.

Denise Helping Ben With his Walker

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Ben’s Unique Form of Communication


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Ben’s speech therapy during the time we were in Charleston was pretty intense.  We were still holding out great hope that Ben would begin to communicate using words.  Starting out everything was geared toward unlocking that part of his brain.  As time went by it became clear that development of his receptive language and finding alternative ways to help him communicate would be much more productive.  It was obvious that Ben could understand almost everything that was said to him.  We just needed to find a way for him to respond.  We looked at several augmentative communication devices such as the Dynavox and the AlphaTalker.  These products had symbols which represented things that Ben may want to talk about, such as Mommy, Daddy, eat, drink, cars, etc.  When the button with the symbol was pressed, the corresponding word would play.  We hoped that this would not only help develop his speech, but in the event  that he did not begin to speak he would still be able to use the symbols to communicate.  After using the devices at the school, we came up with a much simpler (and less expensive) device which had Ben point to pictures when he wanted something.  This technique served Ben well in the future once he started school.  He became quite proficient at letting us know exactly what he needed , all by pointing to pictures.  As he grew his range of pictures grew.  The therapist also started working with Ben on sign language.  She began by teaching him some of the basic signs like eat, drink, more, finished, etc.  While his ability (more likely motivation) to
learn sign language was limited, he does have certain signs that he continues to use  today

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Speech delay has no doubt been Ben’s most frustrating limitation.  Though he is non-verbal he is quite good at letting us know of his needs or wants.  However, it can be a challenge to understand him; though his mixture of signs, pointing and a few words seem to work for him.  I would recommend to anyone faced with similar circumstances to try more than one communication alternative before deciding on a particular product.  In Ben’s case, he had the opportunity to work with several different devices and ended up
gravitating toward the less complicated.

 

Posted in Cerebral Palsy, Cerebral Palsy, Disabilities, Intellectual Disabilities, Intellectual Disabilities, Special Needs, Trisomy, Trisomy 9, trisomy9 | Tagged , , , , | Leave a comment