Mainstream Musings

Day one

2012-01-30T03:18:00.000-08:00

Well we all got through our first day... way too soon to tell yet BUTThis morning the twins were very happy to get ready for school and as they are older now I changed their routine a bit to include them packing their own school bags. As we walked to the playground I chatted to Hannah about needing to find the Year 2 line etc. We ran into one of her new teachers just outside the gate and Hannah went happily although a bit shyly to her for a wee hug, then we greeted the principal who Hannah was also very happy to see. He mentioned that he had printed off the Victorian DSAs Guide for Schools re DS learners = and given a copy to Hannah's teacher.Once inside the gate I stopped to chat to another parent and Hannah happily went off to try and find where to put her bag (gotta love the independence!) after a bit though she seemed a little lost although she was in the right vicinity so I went over and helped her...then she sort of looked around, couldn't see anyone to play with and so went off on her own and was playing with some cardboard and leaves she found. It was almost time to line up so I headed over to guide her - and ran into her best friend Z (who is in another class this year) on his way to do the same thing. In the end I cuddled her and asked how she was feeling. I mentioned the Christmas cake that she had been so excited to take to school and share with her friends, and she happily held on to Z as they went over to the lines. Because he is in a different class I also went and made sure that she let him go to his line (!she was clearly excited but also a bit unsure).Anyway I couldn't stay until the end of the assembly to watch them go into class like I normally do because I had to get to my own work a bit early...I felt torn leaving and not seeing for myself that she was ok but at the same time I knew that she wanted to be a 'big girl' and that the school would take great care of her... The lyrics of a random song that I love happened to be going through my head all day:"I got a mother at home with a tear in her eye as she kissed her only baby girl bye byeShe doesn’t want me to go, she doesn’t want me to try…You know I just gotta try…" It was sung by an Aussie band Flying Emus in the 1980s that I absolutely loved and although the context was different I could absolutely relate to them today - it isn't that I don't want her to try but I am terrified of her being hurt... I felt the same at the Powerhouse Museum yesterday watching her climbing high up on the roped dome structure in the playground...she has grown up and matured over the holidays. She is more confident with her skills and is wanting to do more. For example:At the beach she actually came out into the water (usually she gets dumped by a wave no higher than her knees right near the edge and quickly moves onto building sandcastles instead - not this time. My girlfriend and I were holding a hand each and she was 'jumping' waves - getting mouthfuls of sea water and occasionally 'drenched' by a wave - and laughing and looking for 'big ones' to jump - I got totally dunked on more than one wave trying to make sure that she stayed safe and fearless :)Then in the pool she swam without an adult in the water with her - in backyard swimming poodles with only a noodle for safety.Also she wants to climb. The first time was at a local park when before I had even realised she had shimmied up a small tree with great excitement and confidence. Next was the large roped dome play construct at the powerhouse which had my heart in my mouth!Then last night in returning to a more settled night routine she read her father a reader and then we all read a story book together - not only did she do pretty well on her reader - but she insisted on having her turn at 'reading' the story book. It was Room On The Broom and her reading level is nowhere near enough to read it but she followed the text with her finger and looked carefully at the pictures on the page and 'guestimated' some of the key words correctly and made sounds (with some clear words) as if she was reading... then Kit read a page, I read a page and her father read a page - we are such a lucky family that even though I desperately wish that learning to read was easier for her apart from the fact that she so wants to do it - I couldn't really care less...I am so very proud of her achievements and her spirit.And today she actually brought all of her lunch box home.And so it is that spirit that means 'she's just gotta try' and I hope that I can hide my tears and do everything I can to support her growing independence...PS I did take the obligatory first day of school photo - it looks surprisingly like the one at the top of this blog! Will post it later.

a gift

2011-12-22T15:13:00.000-08:00

All our kids are gifts. I think most of us don't stop to put it into words though. I remember when we were going through the trauma that was finding a 'good' school for the twins one of my dearest friends kept saying that Hannah would be a wonderful asset tot he whole school community (wherever she went), a gift in fact.Well two years into the mainstream journey I can absolutely see her point. And here is one simple story about that....Hannah has a 'wonky walk' as I describe it - she can unbalance and trip a bit more easy than her regular peers. Year 1 classroom was upstairs and so 2 middle school girls were asked to help out by taking her up in the lift - in the morning and the recess/lunch breaks and then at the end of the day. ANy additional trips downstairs are usually only with her class and so she manages the stairs. These girls have been awesome.

They have developed such a lovely relationship with hannah. They are patient with her when she is reluctant to go to class, they sometimes seek her out to play with before school and they bring her little gifts sometimes too. So it is no wonder that she adores them. When we were on holidays O/S she would often say she wanted to come back to Paris with her buddies. (they are of course very beautiful young women too - so please forgive my crude attempt to capture their personalities while protecting their identity.The last day of school arrived a week ago on Friday. We'd got the school report, sung carols int he church, given Christmas gifts and cards... this day was movies and picnics to end the year. It was mufti so Hannah had chosen her own ensemble. While on the playground waiting for the morning assembly I noticed that her shoes were on the wrong feet. I told her and she sat down to change them over. As part of the giving her greater space and independence I moved away where I could watch her - I was hoping to see that after she had fixed her shoes she would hear the music call to line up and go line up with her class without prompting.One of her buddies noticed her sitting on the ground and came straight over. She helped Hannah change her shoes then they raced back tot he line up for the assembly. During the assembly Hannah sat encircled in her buddies arms and sitting on her lap...now that interaction was a lot more about Hannah's buddy, leaving the primary school where she has thrived to head off to High School with all the excitement and fear that that entails. And I am glad that for those brief moments Hannah was able to give her comfort and peace. I know she will do great at High School but Hannah is going to miss her and her friend very much...

We have survived

2011-12-14T21:49:00.000-08:00

The title says it all really. It has not been a great year of inclusion for Hannah. Enough said. Maybe this is what to expect every year. God I hope not. In her 'Maths' book - there are 3 worksheets - incomplete at that. That's it. A whole year of work...it is better than her spelling book. It is blank - except for a /5 written in red on the first page which never ever got used. I know that Hannah has done a lot of work. I am actually pleasantly surprised by how well her maths is coming along - but all those measures are in the Resource room they are not in the class room.You know who next years great hope is? I already had a meeting with her earlier in the year when she was acting principal - and I was so very stressed and frustrated at what was not happening in the classroom - and I just went blllllllllllllllllluuuuuuuuuuuuuuuuuuuuuuuuueeeeeeeehhhhhhhhhhhhhhhhhhh! Barely drawing breath with strategies that I would love to have seen tried but that never were. Anyway we have her next year At least she knows what to expect from me. She is a lovely calm and organised person. Understated but definitely not to be underestimated. She also LISTENS. Fingers crossed.What has been happening well is the continued acceptance of Hannah as Hannah by the other children in the class. She recently did the school swimming program which she loved. Her reading is progressing - slowly but surely. Her communication and confidence are improving also. I am hoping to do a few bits of work with her over the holiday to keep her reading level from falling.In an unusual decision I asked that the twins be kept in the same class next year. I had many reasons for this. Mostly I remember how hard it was earleir in the year when Kit could tell how unhappy and worried we were but was unable to help at all because he wasn't in the room - that is one of the key things having a child with communication difficulties. Her communication book is still the first thing I go to each afternoon even though her class teacher barely writes in it.There are other benefits though. I am hoping that it might encourage a bit more ongoing play between them at home - keeping some common experiences for them that might be good in developing their relationship at home. They have a lovely relationship but there are increasing differences due to gender and developmental levels. Not a problem but I think it would be nice to foster some common interests between them where I can.I definitely do not want Kit feeling responsible for her - even though he is!! I am vowing that I will not ask him directly how Hannah is for at least the first 5 weeks of term. Unfortunaltely just yesterday when they found out who their teacher and classmates would be one wonderful boy came racing up to me on the playground and said "You won't have to worry about Hannah next year because Kit is in the same class". Her best friend (a lovely young boy - Z) is in a different class - so apparently on the way home this first young boy was telling his mum that Zs turn was over and it was his turn to help look after Hannah next year.So yes we survived but it wasn't alone. There was an enormous amount of work put in by the support staff, the principal, Hannah's buddies, the other kids in the class and even the class teacher (I hope! and think) tried her best. Still I really would like to set up an INCLUSIVE class experience for Hannah next year...Here's hoping...and preparing...

It's been a while

2011-09-06T06:26:00.000-07:00

Well things are tootling along in the world of Year 1. Some changes at school have been implemented and I can see that Hannah's little aid time is being used more effectively. Basically one of her aids goes into the classroom in the morning with the goal of settling her to work at her desk with the other students... with varying degrees of success. Last week I was outside the room helping with one of the reading programs (as a parent volunteer) but it was almost recess when I went into make sure Hannah went to the toilet that I found her at the side of the class refusing to do any desk work. I quickly and as quietly as possible got her to the loo and then settled her back in the room - this time at her desk with some simple work. I wished they'd let me know at the start of the morning....FFWD to today. I am outside the room doing my volly thing when Hannah's teacher comes and asks me to help the aid as Hannah is lying at the back of the room rolled up in a ball, refusing to cooperate. I went in and knelt down near her. I asked her to sit up, then look at me... and tell me what was going on. She soon managed to regroup enough to tell me that her aid had 'hurt her feelings'. I got her to stand up and talk to the aid about this which she did. From the aid and Hannah's tears (crocodile ones!) I was able to ascertain that after warnings to turn off the ipad until later the aid had leaned over and turned it off herself. The key issue had been the volume of the ipad as the teacher tried to have her whole class time. It didn't take long for us to chat about that and for Hannah to go to her place and start work. She even voluntarily put the ipad aside.

Later on in the afternoons another aid spends some time with her specifically on the ipad - and using some of its apps. I bet hannah loves that.

While I was there I got the chance to chat with the aid a bit more - before I left - she was basically asking for strategies... said that she had watched me but found copying my technique (I think she meant my 'Mum means business' voice :-)) difficult. She wanted to discuss how to handle the mornings incident differently. So we chatted about that - she had done what I would have done anyway - warnings and count down...so really I said perhaps the only thing left is to head it off at the pass, ie make sure the little bugger doesn't get to sit down with the temptation of the ipad straight away. She did say that for a while threatening to call me worked quite well but at one point Hannah started to say "No, ring Daddy". We then quickly talked about Hannah's multilit lists - Yes Hannah has started on the multilit program. She is stalled on List 2 - they, that and with. Having (undiagnosed) dyspraxia does NOT help with reading - I can almost see the misdirections happening from what she is seeing, thinking to saying. Anyway as part of that discussion the aid showed me how she gets Hannah to write out the words she is having difficulty with - and how the last list - her writing went from quite small to larger and larger - because Hannah knows once she reaches the end of the writing page the aid lets her stop that activity. If only she could harness that sort of intelligence to consistently recognise and say they, that and with!!! Still the aid and I are impressed with her guile.

Nothing much else has been happening. Last week I arrived at school in the middle of lunch to take the twins to an appointment. When I went to the playground to collect them - Hannah was sitting with a boy from middle school (who Kit tells me is one of the vice captains) He was quietly interacting with her while she collected bark in a glad bag. I love watching how gentle the other kids are with her. Also this week I saw one of her friends AS smiling and obliging her in a game of duck duck goose - even though there was only the 2 of them playing. He looked so sweet deliberately 'running' slowly so that Hannah could catch him.
Today as I left school Hannah's class was working in smaller groups. Her class teacher came and got her because she had a couple of year 3 boys there and she thought one of them could work with Hannah for the last 15 minutes before recess.
On Monday when I picked the kids up from after school care one of the carers was telling me how she enjoyed playing with Hannah. She had been playing ball. The week before she said they had been running. She basically said that noone could get her to run but Hannah's innocence as she asked her to run 'together' was irresistable and so she had run with my daughter. A little piece of Hannah magic as people see the gifts she has to offer... not that I think she is 'innocent' in the way the carer seemed to mean but she sure can bring out a lot of good in the people she interacts with.

Homework

2011-07-25T19:05:00.000-07:00

Yes she dressed herself - note the tie - perfect for going to 'work'. Here are the blocks that I am loving - I give Han the letters and she unjumbles them to spell the sight words she will need for the reading activity. It is working a treat at the moment.
Using the blocks to help complete a reader accurately.
Check out her drawing and her colouring in - I think it's very good!
Gluing the words from one of her readers into a logical sentence.
Lots of teddies for a great effort!
Hannah had some homework sent home by her spec ed teacher. Being the first week back I hadn't really done much reading work with her so on Sunday we sat down and did about 45 minutes of literacy and writing activities. I was so pleased with how she did. She read her level 2 reader well. I got her to spell out key words with the blocks first as that seems to really help. Sometimes if she is looking at the printed word and not sure all I do is point to the blocks and she gets it right. She drew a lovely house based upon the level 1 reader I had been doing with her - all in pencil and then she insisted on colouring it in. Her colouring was fantastic (I though) - she kept in the lines for most of the picture and then had a reasonable go at writing her name on it.

I love the ipad and at the moment there is an app called Teach Me Grade 1 which I particularly like for her because it has some numeracy and literacy. Each activity has a ? at the top so she can ask for help if needed for example if the activity is to write 1 she doesn't need help but for 5 she can touch the ? and a faint 5 appears for her to trace. Anyways while I love the technology it was also good to see her concentrate and work without any technology just pens and papers blocks and motivators. The motivators are counting teddies and each small task completed gets a bear.... I'll attach a pic above.

So I am still unhappy with her class teacher. I just don't think she has the interest or the passion I would like to see and that is needed to really make inclusive ed work. I can't do anything about that but keep meeting with the principal and voicing my concerns... but I am so glad that Hannah is still progressing very well given the circumstances.

Reading

2011-07-18T20:06:00.000-07:00

Today Hannah went back to school. She was happy to go and obviously looking forward to seeing her friends. I hope she has a good term.

I have been doing some reading with her over the break. Her spec ed teacher said in our last meeting that level 3 of the PM readers are the ones she is using with Hannah - they are more challenging for her. I have some level 1 ones that I was using over the holidays. I have videoed her reading - will try and upload one later.

Hannah loves books - always has. Her reading though seems idiosyncratic to me - The level 1 readers are very repetitive - eg Every page in the book we have just done has "Look at the ..." and the child uses the picture to decide on the last word. When I started with Hannah I had to prompt her every single time for the word look. It was starting to drive me crazy. I tried a couple of things to try and help her recognise the word more automatically and in a variety of contexts. The most successful was the blocks from Make a Word. I haven't got her to write it out yet but that is probably what I will try next time the opportunity arises. She has almost conquered that one so I have begun the new book which has "Look at the ... said the pencil" in it. This time I began using the blocks for support.

There is a sight word app on her ipad that I like - she is going quite well with it although 10 is her prime, 15 on a good day and by 20 she is over it - I try to work with her until she gets 10 right first go. Her error rate is usually between 5%-33% depending on how hard the settings are. At the moment I have it on preschool and Kindy words with a min choice from 3 and a max choice from 4 words. It has been interesting to then test her vocab with the flash cards from the Make a Word set - I simply ask "What word?"

Sometimes she is clearly looking at the holistic shape of the word - so bag often gets confused for dog.At other times I think she sees the last letter and then guesses at the word. Too often if in doubt she says 'down' so I have also started to go over that one using the blocks although I think I might just avoid it for a while until she is stronger on the ones in her books. I have also been impressed with her letter recognition skills and her knowledge of phonics although she needs help to 'put the sounds together' in a 3 letter word she can do it fairly easily. She finds cued artic and signed english helpful so in the video (when I find out how to upload it) you can see her sign 'the'. We are also using these to help prompt her sentence structure and length of utterance in speech...

I worry that there are so many gaps in her ability to 'read' yet I know her understanding and comprehension are quite good. It must be very frustrating for the little girl - it sure is for me!

In the video you can see her referring to the blocks and using signed english as well. The last page is bird but she often just looks at the 'b..' and says 'bat'. She was worried her father was going to go out without her so is a little preoccupied in this clip - but you get the idea....

The Follow Up

2011-07-13T15:24:00.000-07:00

Well we had our meeting - so long ago now I'll have to think back.... We walked out feeling good. The principal is a great listener. He also supported his teacher - both positions that I am satisfied with. We got to say why we were concerned/unhappy and I think got it across that our main concern was with the class teacher without sounding vindictive about her. He agreed that she was struggling but reiterated his belief in her best intentions. He is pinning a lot on the new furnishings that are arriving over the break - he is really tackling the whole school environment having put up a whole heap of pictures through the building.

We discussed a bit further Hannah's so called 'behavioural issues' and I think that point came across ok.
Sorry - obviously the break has been good cos the rest of it has gone - we were there for about 30 minutes and he allowed us to voice our concerns. I asked about moving classes - and he stated very clearly that he had already thought about that - but then gave me the reasons on why that wasn't his preferred option at this stage.

So back to school next week - brand new setting - plus the teacher has been to visit another local school with a student with DS in the mainstream...we'll have to wait and see if any epiphanies have happened over the break...
Hannah obviously really likes this teacher - she has been chatting about having her own house - where she wants to live with her Grandpa, her two best friends from school - and you guessed it - her class teacher. I hope that that teacher realises how privileged she is to have Hannah's devotion. Hannah's ST is back on thank goodness (she agrees with me about the teacher - in fact she commented that in discussions with the spec ed teacher it looked like they were exploring the idea of her working at the school for a whole day regularly (to help with other kids) however she said - 'it isn't a bad idea but I don't want to have to work with people like..' yep you guessed it - Hannah's teacher. The teacher just isn't a great listener and she isn't really available or approachable although she makes all the right noises. I am thinking of asking for the teacher who is nervous about having Hannah (and not afraid to admit it) for next year - I think that might work better...

Holding pattern

2011-06-20T06:02:00.000-07:00

Walkathon was last week - I was worried about how Hannah would go - last year I'd organised for my MIL to be around so that she could pick the twins up from the picnic point. This year she was busy and unlike last year - this year the sun was shining and the walk went ahead. No one at school had reassured me that they had planned for her. I crossed my fingers I rang the one Mum I know who has 4 kids, is comfortable with Hannah and could fit 2 more kids in her car - but her youngest was sick with an infectious virus - she reassured me that one of the teachers took a car and that if need be they would drive Hannah back to school. It was on my mind at school all day. When I finally got to pick the kids up from school int he afternoon one of my friends who organises the event commented on how well Hannah had gone. The principal had discussed with her a strategy for if Hannah needed a lift back. SHe hadn't. the note from Hannah's class teacher told me that the spec ed teacher had been with her 'the whole day'. Hannah told me that she walked with her best friend Z. SHe was asleep before we got home - and readily agreed to a nana nap with me once I unloaded the car.

We got Hannah's report today. It was as expected - written by the spec ed teacher and goal focussed - she is actually doing very well - but there was no fanfare...only an occasional glimpse of the individual who is my remarkable daughter. These are my first kids - maybe I just don't get the whole primary school grading thing - maybe it is her teacher's style. The spec ed teacher made a reference to her wonderful sense of humour but that was pretty much it ... the general comment was pretty standard.

I am wondering whether we should bother with the follow meeting we are having with the principal. Hannah has wonderful supports int hat school - so I am not happy with the class teacher - Adelaide you said it so well - it isn't only Hannah that flounders - and as a parent - who am I to start bagging out a classroom teacher who seems to be quite adequate and rather popular in some circles - just cos I think she is appalling at differentiating curriculum and seeing my child as an individual - she probably looks at me and sees psychomum extraordinaire - and she may have a point.

I am thinking of asking the principal to at least consider moving Hannah into the other class. I can't possibly be privy to the fall out/implications of such an action but I also think I'd be letting Hannah down if I didn't at least ask the question.

Just this morning at assembly - the sports teacher is looking after the other year 1 class for a short time. Both year 1 teachers are out at assembly - it is this teacher who looks around at the parent huddle and calls me over - she thinks Hannah has had a wee accident -there appears to be a 'puddle' near her bag and she is crouching down with head hanging low - all this is done quite discretely. I chat briefly with her and then get Hannah and take her out to the back of the assembly area. I ask if she has done a wee - 'no' she replies. I check for wetness and then as she clearly hasn't had an accident return her to the line up and let the teacher know that all is ok. Now as she is the sports teacher she asks me about Hannah's atlatioaxial instability (which is described as 'mild'). SHe has been chatting to the gymnastics team that come into the school - to remind them that Hannah can't do somersaults - she must have asked the teacher if Hannah ever would be able to - and was told that no - if she did and fell awkwardly she could break her spine. I chatted with her about our decisions re her physical activity - cos she LOVES being active - adores dance and gym and swimming and running and jumping etc - and so the teacher mentioned with great enthusiasm the special needs category at the interschool competition for swimming - if I was interested and gave permission she'd love to enter Hannah when she was older (and eligible). See what I mean - sure her class teacher was not 'in tune' to Hannah - but so many others are...So while I feel frustrated with the roadblock we have run into this year I know that there is so much going right for Hannah.
In the afternoon, Hannah came out with her older school buddies (they take her in the lift) - unlike all the other kids she was not clutching a white envelope. Her best friend was obviously worried - Did Hannah have her report? he asked. I reassured him that she would get a report - and that it as probably in her bag. I looked but it wasn't there. I was hesitating, thinking I'd have to beard the lioness to ask about it, when Kit arrived - holding two report envelopes.
And those are just a few of the stories of how Hannah is cared for and belongs to that school...so how much do I rock the boat? This principal is on our side - I feel that. I think things have improved for Hannah - but while the teacher sits and tells me that there has been no improvement as far as she is concerned in the past 6 months - I feel the pressure to protect my child from this erroneous attitude. Upon reflection (and let's face it I have been awake in the wee small hours of each night worrying about this for the past week) the only thing I am unhappy with is the classroom teacher - maybe I need to give up on this idea I have that the classroom teacher is pivotal...
Adelaide - Hannah's ST proves a great example of the outside voice you refer to - unfortunately she has been unwell and so has not met the principal yet but she generally emails the teacher, aids and spec ed teacher after each session and the spec ed teacher clearly tries to incorporate her ST goals into Hannah's support program - as I said I sometimes wonder if I am expecting too much...there are LOTS of good things happening...

Meetings and Sadness

2011-06-16T05:36:00.001-07:00

Well we had our meeting today - principal, Spec ed teacher, both aids, class teacher and regional officer.... and upon reflection what bothers me most is that there wasn't an enthusiasm there for how to help teach a remarkable little girl...

The teacher's body language was pretty passive/aggressive. When I asked if Hannah's compliance had improved this year at all - the answer was pretty much 'no'. Unless there is one on one support it's a no go - and even then her preference seems to be in withdrawing Hannah. I see NO self reflection on how she can incorporate/manage her classroom to better facilitate inclusion... no recognition that Hannah is a fantastic little girl with SO MUCH that she can do...It breaks my heart if I dwell on it.

The regional officer seemed to resent the parents being there. I think she sees her role as supporting the school and not having much to do with the individual child/family. She had clearly sussed out somethings and all she said was that she would develop a behaviour management plan for Hannah around safety issues to be implemented next term. There was talk of her going up the classroom by herself at lunch today, hiding under a desk or stairwell...'safety' issues. How this plan was going to look was not clear so that I felt the need to state that whatever this 'plan' was that it needed to be positive - that is emphasising the desirable behaviour rather than listing all the no-go areas!! She seemed quite short in her reassurance that that would 'of course' be the case (like I was an idiot for doubting them - yet I sat in that meeting where the classroom teacher had NOTHING positive to say about my daughter).

The principal and the spec needs teacher and aids were the most enthusiastic but with the black cloud of the classroom teacher I was underwhelmed by their ability to stick up for my daughter. The teacher did not actually say anything much - except when I directly asked her if there had been an improvement inHannah's 'compliance' in class this year. She also suggested another IQ assessment be done (it's now been 2 years since the last one) Yes I gather she'd like to blame that on her inability to teach my daughter...yet again it is all Hannah's responsibility - NO evidence of self reflection at all. At least the principal was happy to read my cue of 'no' on that one and moved the meeting on...

So Phil and I got to make a couple of gibes (we were very understated - it was as I have said a subdued meeting):
The rows of desks are intimidating
Hannah engages in all sorts of outside activities and NONE say compliance is an issue
Do NOT underestimate her
She would benefit from structured group work
She wants to be seen like the other children - she realises if she is not being included as a peer by the teachers
She is a 'self starter' despite what that teacher says

The principal moved his chair closer to Phil and I early in the meeting - it really gave me the feel that he was on our team but that some of the other staff (namely the class teacher and perhaps the liaison officer) were not... disgusting really - how could any teacher worth their salt not at least try and experiment with ways to make their class work for all children?? AND then the *** has the audacity to again imply that in her class the work is now much harder and ALL the children can sit and do the work AND she has 24 (!!!!!!!!!!) children to cater for yadayadayada... it wouldn't be so bad if the implication wasn't that it was only Hannah wjo wasn't coping. I felt like letting her know - I'm not an idiot - I know other parents have been having 'chats' with the principal cos their child isn't doing so great - and I know that the parents are quite divided - and there are a whole bunch of us who think she is all talk and no action or responsibility for even trying to help our kids learn....

Anyhow that is enough vitriol. We are thinking of ringing the principal tomorrow just to say that we are upon reflection not very happy with what the next 6 months looks like holding for our daughter.... It may be time to start planning for better things next year...

Projects and Presentations

2011-06-13T15:05:00.000-07:00

The twins had their first school project this term - on Bugs. Hannah chose Butterflies (lucky we have a simple book about them that the grandparents bought for the twins ages ago) and Kit did stick insects. The day they got it Kit was obsessed - every minute was spent googling or drawing stick insects. Then the obsession moved onto something else. For Hannah she wasn't interested in googling but I had helped her choose butterflies after she surprised me with a very lovely drawing of a butterfly. (She had drawn some small circles to form it's 'body' and then 2 paris of wings too...

While at the post office to apply for our passports (Yay Europe - here we come!) I saw and bought some butterfly stickers. I also downloaded a couple of life cycle of a butterfly diagrams and printed them off - Hannah chose which one she wanted to use and then cut out each stage and numbered it 1-4. Everyone was very happy with her efforts - here is the note from her teacher: "Thank you so much for all the work and preparation you did for Hannah's fantastic Butterfly project. She was really great at presenting it and knew just so much! We were all really proud of her. It was a really fabulous moment and the class gave her a standing ovation. Well done to Hannah's family. "

Kit had run out of steam but we managed to coax him over the line without having to do too much of the work for him (!). He made a stick insect with lego and we got him to make an old shoe box into its habitat. He is meant to present today but as his teacher has just started 6 weeks leave and there is a substitute in there I am not sure whether it will happen or not. I don't know what it is with these teachers and the rows of desks but Kit's room is now reorganised into rows (not quite so long and awkward as in Hannah's room but still..). We have a meeting at the school next week about Hannah The regional support officer will be there. It will be interesting to see what the Principal and she think - there has been small improvements but overall there is still a lot more adjustments needing to be made to promote better inclusion.

The Campaign Plan « everyaustraliancounts.com.au

2011-06-06T05:34:00.000-07:00

The Campaign Plan « everyaustraliancounts.com.au

projects

2011-05-31T21:22:00.000-07:00

The class teacher has been absent for the last two days - and I am rather happy with the little I have seen of the substitute teacher. I don't recognise her from previous occasions - perhaps she is someone the principal knows? Anyhow I was impressed with the following small stories:

Tues - I discussed with Hannah that she could take her beyblade to school but they were NOT for int eh classroom - recess and lunch ONLY. I went up tot eh classroom to organise a couple of things with her bag then went into the classroom to let her know what I had done. She wasn't expecting me ... obviously. THe teacher was at the front of the room with the children sitting at her feet - except Hannah who was hidden in an opposite corner playing with her beyblade. I went in and took it off her. I reminded her of the rules we had discussed. Then I tried to get her to stand up and join her peers. She squatted and I was just trying to think through the quickest strategy to try and get her up there with the rest of the class when the teacher called her name and very ably diffused the situation. She said she needed a helper because she had a special job that she needed help with - well little brat was up at her side in a shot. And I left the room smiling.

Then I went and picked her up after school. She chatted about her day (her speaking is really improving!). Then as we were leaving we passed the principal. A quick word with him revealed that she had received a principals award sticker today - for completing a cloze passage on her own.

Today I help with a literacy program outside the classroom (I help kids from higher grades than Year 1). When I am done I usually pop my head in on Hannah and check to see if she needs to be taken to the toilet. Today when I went in she was sitting at her desk working away alongside her peers - on a slightly modified activity. The teacher had just been about to ask her to describe her work. I explained my presence there and the teacher then quickly showed me the work Hannah got a sticker for yesterday - and commented on what a good effort it had been. WOW. Now that is all it takes to make me happy... I am not wishing any harm on Hannah's regular teacher (cos Hannah loves her) but should she need more time off work... if they have this sub teacher again - well I would be very pleased.

Then because Hannah's ST is recovering from surgery I went and masqueraded as a speechie. Little brat did very well. I think she is having a great day.

I also had a chat with one of her aids - she was telling me what a great time Hannah had had on the school picnic the week previously - and how good the middle school buddy was with her. She also told me that she had been at a fundraiser with another school (a HS) - to raise money so a young girl with Down Syndrome in Thailand could go to school to be educated. It reminded me how very lucky Hannah is - even though sometimes it seems like we have chosen a hard road with this mainstreaming gig - I am so very glad that we get to make that choice. It is a basic human right and I hope and pray that we can improve things here so that we become leaders for others to follow - because there are children around the world with disabilities who deserve so much more than they are currently getting.

onwards

2011-05-22T18:01:00.000-07:00

Things have been continuing to show signs of improvement. Last week we kept Hannah home on Monday as she was a little off colour. On wed at school I helped with multilit as I do and then because Hannah's ST has had to go for surgery unexpectedly I 'did' (or tried to) her speech session with her myself. It seemed a good way to maintain routine and to keep the focus on her speech a bit. The principal said it would be ok. I showed her aid how to record her voice saying encouraging things on a sightword app that I really like. Hannah tends to get 5 wrong first go compared with 10 correct first go - so I am working on that with her. I like the app because you can simplify it to a choice of 2- 4 or later when her accuracy rate improves I can change it to a choice of 6-8 (I think).
She also came home one day very proud of herself because she had obviously shown her teacher what was on the ipad - I think it is the first time that the teacher has actively looked at what educational apps are on it - so that was a huge leap forwards - one of our goals from our last meeting was to make the use of the ipad more focussed and educational rather than babysitting. I know they did this because Hannah came over and showed me where my murder mystery books were on it!

Then on the weekend I was at a party and one of the mums there was saying that she has had a meeting with the principal and has another this week - her son is in Hannah's class - with no 'special needs'. She said that the principal mentioned the need to reconfigure the room so that the teacher could set up activity stations and group work etc - this is the model that I prefer for the twins cos I think it provides better differentiation of work to suit the individual needs of the children (and child centred learning) rather than the ridiculous rows of desks that are in the room now - that sit at odds with every other kindy-year2 classroom int he school.
This week is the school athletics carnival and I am a bit nervous - last year's was such a blast - I wonder how Hannah will go this year?

One week in

2011-05-15T06:05:00.000-07:00

One week in and I am not sure what it is - but Hannah had Monday off school (she had a febrile seizure on the way) and then Tues, Wed, Thurs and Fri - was bubbly and happier than usual at the end of the school day. On one of those days she told me with great joy and pride that she had done work on the board for her teacher. I know we have a long way to go but I feel reassured that the principal is providing support to his teachers and that Hannah is already experiencing small benefits... let's hope the benefits keep growing!

Meeting

2011-05-09T18:48:00.000-07:00

Well we had our meeting with the new principal today. It went for just over an hour - so I can't say he isn't interested in hearing what we have to say and in making adjustments for Hannah - he wanted to talk about what a mainstream school could deliver... He has a logical approach - took notes and at the end ran through the things that he was going to follow up on. Whilst being supportive of the classroom teacher he has clearly recognised that she is floundering - and has said that he will work with her on this area. He also made it clear that it won't happen overnight.

Things that were discussed:

Physical environment. The classroom is small and the furniture mismatched etc - new furniture will be bought that hopefully will create a more functional environment. (One where the ridiculous rows of desks goes I hope and sets of group activity stations will be set up instead)
The use of a peer buddy will be investigated a bit further. - I gather that means he will find out how she is being used at the moment and see if that is the best model.
Strategies for the teacher - he will be discussing being more firm with her - she is too lenient at the moment. Also involving Hannah more in the class activities - eg pointing to pictures or words in the story book, using the 'green mat' etc. Using rewards system for compliance (we did stress that Hannah is actually a very compliant little girl - for a 6 year old!lol)
He has worked a lot with kids with autism and schools with satellite classes etc and has a really positive attitude towards disability. He is going to look at helping the teacher use visuals similar to what he is used to with the kids with ASD - pics as palmcards.
He is concerned about Hannah's timetable in the afternoons where there is no aid time and she is given a lot of free (and sometimes unsupervised) playtime. Will discuss with librarian ways of getting her included in the library wordprocessing sessions. I mentioned the colourful stickers we could trial on the keyboard to allow her to log in - and maybe then let her go to a website where she can work self sufficiently or modify what the others are doing so she can be included.
We discussed using the ipad as a tool - that is being more directive in HOW and WHEN she can use it. I showed him a couple of the 'best apps' and mentioned how they could be used to facilitate group sessions.
The communication book - the teacher is going to be reminded to make use of this - and he will be looking at it to see the history from kindy through to the present time.
I reiterated that my preference was for aid time to be used IN the class alongside her typical peers.
He asked our attitude about the twins being separated - to which we made it clear that we did not think they needed to be specifically separated.
He also said that the special needs teacher at the HS they are a feeder for is very good... nice to hear! I hope she stays. He also mentioned that he is planning to be there when Hannah has finished year 6 so hopefully he will be able to continue to see her about. So he is planning to be there for the long term which is great.
So lots of food for thought. I think we are on the same page - and now it is about building up that partnership and getting results for Hannah and by default some of the other weaker kids in that class...

Homeschooling

2011-05-06T21:22:00.000-07:00

A friend of a young man has journeyed int he mainstream as far as she is able for the moment - her blog http://educatingandyb.blogspot.com/ might be of interest to some of you - I love reading about how she is learning to homeschool - and also I get to pick up ideas and strategies to try in a simpler form for little brat. I am not ready to homeschool at present but should the teenage years get too tricky - if it is necessary (ie in Hannah's best interests) and we can afford it - then I would not say no to the idea.... Good on ya Narelle and ANdy - you are both inspirational.

On the other front - DH went to the P&F meet and greet with the new principal last week. He said that he emphasised his Spec ed credentials - to quote Phil - he 'said it was his 'thing'" - lol I am not sure exactly what that means but am holding on to a glimmer of hope for our meeting with him this week - ostensibly it is to discuss the school ipad - I am hoping we can help give Hannah something closer to the inclusive experience we signed up for and that was going so well last year rather than this parallel universe we find ourselves in this year...

Same old Same

2011-05-02T19:35:00.000-07:00

Well it's week 2 and I am already having ranting conversations in my head - so I guess it is time to offload. Again.

School open day was this morning. I have to somehow come to accept that this is just not going to be Hannah's year for great strides. I wish I had a crystal ball to make sure that next year would be better.

It started yesterday. I spoke with Kit's teacher - and watched her interact with hannah. Then Hannah's old kindy teacher was there. I witnessed very clearly the sort of interactions that I think hannah needs. I haven't seen that with her Year 1 teacher yet. I'm still waiting. Hoping like a fool. I console myself with the knowledge that Hannah likes her. That she spontaneously says her name and wants to give her presents etc.

I watch Kit's teacher provide a classroom setting that flows smoothly on from last year's mode. Group work, student focus balanced with whole class instruction. In Hannah's room the model is more traditional. Whole class instruction followed by individual work. The kids I know who have difficulties sit quietly. The others get called upon to 'read' aloud or write on the board. There is a high expectation that these kids will learn by looking, listening and osmosis. They don't seem to mind - they feel safe there. Hannah at first refuses to even sit with the group. When she does she rolls about at the front. Plays with cushions and a teddy bear. Safe knowing that she wont' be expected to even point to a word in the large story book. The teacher had a few small copies of the Big Book that she was reading - they went to the more able students. the above average. Why on earth not my daughter??? You know - the one who finds it hard to focus for long lengths of time? The one with poor eyesight??

So yeah I am pissed off too. The new principal 'observed' her yesterday afternoon. I am sure she was at her best (NOT). Can't wait to have that meeting - I bet he got the full low down on what she couldn't do from her teacher.

I guess I just have to remember to breathe. To take one step at a time and protect Hannah as best I can and hope that things don't get worse. Mainstream really and truly sucks sometimes.

As a side bug - in kindy the rooms are organised in groups. They are in all other Year 1 and 2 classes - except for Hannah's. Now I know as a teacher we all have our styles and things that work for us but for Hannah this one year switch must just be confusing and alienating. It reflects a classroom philosophy that I am not nearly as happy with. Opportunities for Hannah to work in a small group of peers are virtually nonexistent....what a waste of all the wonderful work done last year to involve all the class in Hannah's (and each others) learning... I am sure it works for some kids but I don't believe it works for a significant number of them. Time to count up the weeks left I guess...and BREATHE.

As we approach the school holidays

2011-04-02T13:47:00.001-07:00

Living It Easy by 15th Parallel

Progress

2011-03-29T15:41:00.000-07:00

Well it seems an amazing relief but I think I can see definite progress being made from a few weeks ago. I think it is due to the good will at Hannah's school and to the efforts of a bunch of teachers there too.

So what is 'progress'?

I have my communication book - and it has come in handy already - if I see Hannah come home in one of the old faded 'spare' uniforms it usually means she has wet her pants - not a good thing. When it happened last week - I checked the book - to find out that one of her best friends had accidentally spilled chocolate milk all over her!! (when I went to put the uniform in the was - my he really did - it was everywhere!). I also got to use it to let the teacher know that Hannah wold be away later in the week for an opthamologist appointment - something I think is good for the school to know so they can anticipate using the aid time elsewhere.

When I went into the classroom yesterday - Hannah was in the resource room. I want greater inclusion - however the teacher let me know that they had had difficulty getting Hannah to sit in her place - so they had taken her there for some quiet work. I let her know that that was fine - after all - we can only try. It is the trying that I want to see - because there will be days (increasing in frequency I hope) where Hannah just goes and sits at her desk with the other kids from the get-go.

I went and did my reading groups (they are a delicious bunch of kids). When I was done I returned to the classroom - Hannah was sitting in her seat next to her best friend (of the chocolate milk fame) and another bright little girl - who told me with pride that she 'helps' Hannah with her words and sounds. So yes another recommendation put into action.

In our meeting with the teacher and acting principal - they had just had a meeting with the regional support person and the spec ed teacher of the school - and had clarified aid times - something the teacher really wanted - so now I have a copy and I know when Hannah will have additional help in the busy school day.

Meanwhile Hannah is excited to go to school. Yesterday she was all gee-ed up to give her teacher a present - a plastic watch she got in a lollybag at a party this weekend. She clearly has developed a more confident relationship with the teacher - and while I think they still have a ways to go on their journey together (she still needs to be careful not to underestimate little brat). I feel that they have crossed a milestone - and from here it is (hopefully) onwards and upwards. We hear about the new principal this week too - let's hope they are on the same page!

Today she is home with me - because of the opthamology appointment - and 2 of her friends were genuinely disappointed that she wouldn't be at school today. Lovely.

Meeting

2011-03-15T18:31:00.000-07:00

Meeting went well (I think!) although I did tend to do the talking - must remember to let DH do some more of that!! Basically the P said that they had seen that I was in last week - was everything ok or did I have some concerns. I had debriefed with a very logical maths teaching friend yesterday so felt able to go through the list I had compiled of my concerns. I mentioned everything but 1 point on my list. I think and hope I made it clear that the teacher has many strengths but that more stategies are needed to make Hannah's placement in that class work.

SO my bullet point list read as follows:
Day book
Last years kindy teacher to at as mentor
Teacher to assert herself as 'boss'
Better/more use of Hannah's resource box that was sent up from Kindy
Less exclusion and more inclusion
Win Win advice for the inclusive classroom (this is the one I forgot to mention) is a great practical book worth reading... and in the resource box...
Adjusted worksheets
Timer and visuals

So the day book was No 1 because on Monday Hannah came home with a well done sticker on her uniform and a stamp on her hand and told me she had done good work at school. Her teacher told me the next morning in class that Hannah had been particularly uncooperative the day before!! I need to know what is going on if I am to help reinforce/address stuff with Hannah. It doesn't have to be every day but 2-3 times a week would be great - especially at the moment when the gaping cracks are on show...
I mentioned greater use of last years teacher - as by the second half o the year she had really got a good barometer for what Hannah could and couldn't do...and she enjoyed it
We discussed specific examples like the bag outside the room and the 'overuse' of the ipad...and the need for the teacher to be the one who sets the rules and decide when hannah can use the ipad or play in a quiet corner.
I discussed the importance of Hannah sitting with the class for at least the morning period and mentioned that she was doing this pretty well last year so that this is a regression...I suggested pairing her with one of the 'brighter' students in the class.
I also commented that the resource box be set up so that Hannah could go and get various activities to work on independently - freeing up the teacher to work with others and perhaps using a timer or visual system to keep Hannah on track for this.
I offered to do any admin work that might help out the teacher - eg organising a 'box' or laminating visuals etc...

I think it was positive. The 'old' principal and the current one plus the classroom teacher had obviously had discussions about things after I was at the school on Thursday. The other Year 1 teacher had also offered to help Hannah's teacher in organising her classroom to be more 'effective' in terms of bags and lunches etc (Hannah may have found it confusing because her brother's class is set up more like kindy and the year 2 classes in groups and the kids take their lunch in like in kindy) whereas Hannah's class is set up in long rows, some free floor space near the smart board and the kids leave their lunch outside the class in their schoolbags.

I did mention that her teacher seemed to be emphasising what Hannah couldn't do at the moment and that given that Hannah isn't going to get 1 on 1 aid time for longer than her current level - it is not satisfactory to say she can't do the work without 1 on 1 support - especially as I think with modifications and stretching out the length of time gradually I can't see why she can't sit with her peers for most of the day. That is why I suggested when the teachers aids are there that instead of withdrawing Hannah they stay in the room and work with her unlike when the spec ed teacher sees her - so she does get some work done in a quiet space but she is also is seen and sees herself as working hard alongside her peers sitting in the rows of desks like the others...I also tried to make it clear that Hannah's teacher had done a good job in making Hannah feel at home in Year 1. She is a very approachable teacher which is great - but I think she is obviously feeling a bit overwhelmed at the moment. I've been there - and it usually passes....
The action plan from the meeting was
my role as helper has been clarified (yesterday with the class teacher - presumably after her discussions with the principals) so I will go in one morning a week to help with reading - to help a range of kids 9as I did last year - and other mothers do too)
Hannah's teacher will attend the DSA workshop tomorrow and the follow up will be between her, last year's teacher and the principal - as to how some of those ideas can be implemented this year.
DH and I will attend a meeting at the school with the principal and Hannah's teacher next week.

SO that sounds good. A lot of hassle but hopefully it will work out. FIngers crossed!!

Stuck

2011-03-14T17:34:00.000-07:00

Well I am feeling a lot less positive today. I don't know where to start or what to say really. I want to grab Hannah and run away somewhere where she doesn't have to be under so much pressure to perform all the time. I just want to be with her. To let her be as she is. I wish I had a magic wand to make the world an easier place - more adaptable, better resourced. But I don't and I don't know what to do at the moment to help either. I am lost.
We have a meeting with the acting principal tomorrow.
I want so much for Hannah. But most of all I just want her to be loved and to be happy and to be learning...I want her to be respected. I want her to have moments full of joy at school and not just outside of it. I don't know what I can do next...

She- Me

2011-03-10T23:30:00.000-08:00

Adelaide - as usual you nailed it - I am very gratefull for your comments - they are insightful and helpful. All day I have been writing this post in my head - I think it answers one of your questions:

Hannah's teacher says something like "I'll be honest with you, without someone there right by her side to help her she can't do the work." Later on she says that Thurs yes after a sleepless night I decided to get started on dealing with this so I sat in on the class instead of going to work...I was sick with a cold anyways so it seemed a reasonable thing to do) We are chatting - and she says that this is the first time that Hannah has sat at her desk with her peers for morning instruction - and that she did so because I was in the room! Mind you - that desk was in the back row with the boy next to Hannah swinging on his chair and Hannah who wouldn't have been able to see a thing anyway playing with the pencil case of thick pencils I packed as part of my plan to get her sitting in the one spot. I suggested that she put Hannah up the front as there was no way that other spot was going to work. She then said but the smart board is at the other side of the room and the 'back row' becomes the front row when she does maths on it. I responded that perhaps Hannah could sit on the floor on her green mat for maths - much closer to the board too!

The teacher went over the kids 5 spelling words. They sounded them out and spelt them. Then the teacher chose volunteers to write one of the words on the whiteboard. Hannah was oblivious. No wonder - the teacher did nothing to include her - so when I had a chance I suggested that she give Hannah a chance - let her have a go at writing an easy word on the whiteboard sometimes too. Add help if she needed it and praise her for trying. I didn't mention it then but if it is too hard perhaps she could get another child to model it on the whiteboard and then get Hannah to copy underneath - the other kids would love to 'help' I am sure.

Beforehand I chatted to brightspark Cs mum - she was happy with my idea and so even though I didn't get to mention it (didn't want to be too over the top and pushy!) I will try and mention it in the coming weeks. Cs Mum actually said how she had a friend whose bright girl was coupled with a student with learning difficulties and it worked very well - because yes it means the brightspark keeps interested and motivated instead of being bored.

So what is my conclusion? I need this teacher to take responsibility for Hannah. It is her with the deficit not Hannah's deficits that are the issue at the moment. She hasn't taught a child like Han before and is still getting her head around the 'cute little redhead' and the smart little bugger that I know my daughter is. Too much handholding not enough laying down the options.
For example- Hannah's bag - I asked her int he morning about why it wasn't outside the room like everyone else. I told her I want her to leave it outside the same as the other children - and that I would be up to check on it later that morning. When I got to the room - her bag was outside. Her lunch was on a table near it. I mentioned this tot he teacher who said that she had put the lunch back in Hannah's bag but that Hannah insisted on it being out...I felt like pulling out my hair and yelling SHE'S SIX!!!!!! but I didn't I said that in kindy lunch went inside the room so we just needed to let her know that in Year 1 lunch stays in our bag. When I asked Hannah what grade she was in she said 'kindy' - this is very unusual as she is so proud of being in Year 1. I wonder if she is worried she will go back to kindy - she has perhaps noticed that she is being let sit at the back far too often and overlooked in the 'work' of the class. Anyways lunchboxes now stay in her bag and I know we will get there...or bust.

The teacher is attending a NSW DSA inservice so I am praying that Jill and Judy do their usual magic.

Downtime

2011-03-09T10:34:00.000-08:00

Well glitches are being exposed in this journey now - I have had a chance to get into Hannah's classroom a few times now - just briefly each go. What I see is a little girl doing whatever she wants mostly watching movies on her ipad. Her teacher feels that when there isn't someone else in the room to help or withdraw Hannah that she just can't do the work. Not good enough for me - I have been stressing about it all day and night. Hence the early morning post - I wish I cold go in today but unfortunately I have to work myself and tomorrow I may have to miss work as Hannah has an ear infection - again - the other ear this time...

So my plan and hopes - the teacher is approachable and reasonably flexible.

Hannah to leave her school bag outside the room - like all the other kids (I have NO idea why she doesn't do that now!!) She puts the ipad on the teachers desk first thing in the morning and only gets to go get it as a reward after some independent work. (and yes her father will be taking the movies off it - she has an ipod touch for fun and the movies will go to it).

Hannah needs a dedicated desk (they are in long rows facing the whiteboard) - second from the end FRONT row - slope board and pencils there ready to go. I will take in a pencil case for her to put her 'fat' pencils in.

Hannah needs to be expected to sit with her peers and try and focus on teacher direct instruction. Her teacher is engaging and vivacious so I can't see why this won't happen if the expectation is there.

Hannah needs to attempt some aspect of the work EG: copying out a phrase or a word from the text being studied. Then drawing pictures to go with it. I don't think it matters if there are some errors - the teacher can correct them with red pen the same as she would the other kids - it is the trying that counts in this instance - and if the chosen words are quite simple to copy she can do this already at home). The drawing will be a bit scribbly - a great chance (sometimes) to get Hannah to use her words in describing it. Hannah could also use the prompts and models of her peers - I'll be lobbying for a social brightspark I know to sit next to her regularly - C finishes her work quickly and efficiently - in fact she can get bored too easily so this may keep her engaged for longer.

Once Hannah has a had a fair go at attempting the work - and this may be only 10 minutes at the start. She can go to her giant tub of resources - and get something appropriate out or a worksheet may be ready for her - a simple worksheet with lots of tracing so that she can do it unassisted or a picture book to 'read' etc.

Then if she has been working well perhaps a game or play on the ipad.

That takes her to recess - she seems to get some extra help between recess and lunch for varying times - so maybe some computer play as a reward after this intensive session. Mathletics might be a good start. She can independently occupy herself on Daniel Cook too...

After lunch she'll be buggered - no doubt easier activities are organised for the others - get Hannah involved with a group - the kids can baby her/mother her through the activities whatever they may be. Friday afternoon craft - let her rip!!

I don't think that sounds impossible. It isn't enough to just get her working when help is available - she needs to learn to work independently (and I know she can do this!). There just isn't sufficient funding support for her - and I can't see that changing - more creativity and responsibility needs to be taken. Wish me luck - I am hoping to raise some of these things with her teacher next Tuesday at the latest - and just to be a pest I am going to 'forget' the ipad for the rest of this week...

I should also mention the positives here - Hannah feels well and truly part of the Year 1 group. She likes going and wants to fit in. Her teacher is approachable. Still I feel a bit sick in the stomach --- I wish this was easier. Wish me luck!

IAP

2011-03-01T16:11:00.000-08:00

We had our meeting today. There is a much more 'routine' feel around these now which is nice. Present were myself and Phil, the spec ed teacher (who had rearranged the days she works in order to be present), The class teacher and the principal. Generally everyone is pleased with her settling in to Year 1. Some adjustments still need to be made - eg a new slope board for writing on. Her draft plan had numbers 0-8 that has been adjusted to 0-10. We are going to use Fitzroy readers and not only the PM ones as the principal felt that the FRs had more predictable text - to increase Hannah's sight word reading. Social cues such as making eye contact still need to be directed as she tends to look down. The first and then strategy works well for her behaviour/compliance management. Her class teacher saw no problems in using the ipad whereas the spec ed teacher said she had started to use it as a reward - first xy then ipad. which sounds good to me.

I tinkered with her letter of introduction from last year - the one that went to the whole school so that it can go out to the new kindys this year. We also added in 'shapes' for her Maths goal. Writing still focuses on writing her name - frankly she is improving on that one and often prefers to write other things (who wouldn't be bored with writing their own name as a goal for over 12 months?) but I think I will suggest changing that objective next time. I have already mentioned to her aid that if she refuses to write her own name - try getting her to write Mum and Dad and Kit because there is a lot of motivation for her to do that and generally she can she needs a little help with the direction of the d and how to write the k but otherwise can do those ones.

The follow the class routines seem a bit basic - sit with small and whole group for 10-15 minutes. I think that these are there because in the early days when she was getting used to the new environment she took longer to 'explore' - I can't see that staying as a goal past this semester. I'd like to see a gaol next time for her working independently within a small group for 5-10 minutes - will push for that next time as I think the teacher doesn't really expect she can do it without help and therefore lets her do other play based activities. It might be worth considering encouraging her to do the same sequencing or matching activities as her peers - and not worrying so much about whether she got it right. Not sure but that is one I think we can talk about later. The gap between her and her peers (the weaker ones) is not as great yet but it will continue to grow so I want some sound principles in place this year so that our hopes of her continuing in that setting (which she will do so long as it is in her best interests socially and academically) remain realistic.

And once again I feel compelled to comment on how much I respect and am thankful for the principal's leadership, the spec ed teachers expertise and the classroom teacher's professionalism and openness. Let's hope the year continues to go well.

new iep

2011-02-28T18:04:00.001-08:00

tomorrow is our next iep meeting. The first for the year. fingers crossed it is a good one!

ongoing

2011-02-26T13:44:00.000-08:00

Hannah's sleep is still very disrupted. We are happy if we can get 1 night in 3/4 where she sleeps well. One positive is that she hasn't had any wee accidents at school now for a week so I am hopeful that we have crushed that pattern. I do get tired of constantly reminding her about her ipad - she often forgets to bring it home which is a pain because I like to use it with her too. Then last week the little bugger took out her orthotics and they still haven't been found - at $130 a pop and having only had them for a week I am unimpressed. All these things are so useful for her but she is only 6 and so this sort of thing is bound to happen - it is hard to come up with a system that works well.

We have her IEP meeting next week. Will see if there are any unforeseen issues occurring then....

Anxiety

2011-02-18T17:07:00.000-08:00

Trying to sleep last night I have been thinking about Hannah's progress this term. So far in most ways she is going great. Her friendships are growing and she is developing a positive relationship with her new teacher. So why is she having wee accidents when she hasn't had them the whole time she was on holidays? And why does she say she wants to sleep in our bed with me - and even when we get her to sleep in hers she will wake up at around midnight and rarely are we able to get her back to sleep in her own bed. She is persistent in fighting sleep until we give in worried that with so little rest she will not be able to cope at school... it is a vicious circle. See even now as I type she has just run through the room in her undies - on the way to the toilet before she plays dress ups - no prompting required. She does have some sleep apnoea but had her tonsils and adenoids out for that last year and I don't think that is the cause of her sleeplessness because she breaths steadily and quietly when asleep now. I think she is worried, anxious, overwhelmed - can't settle her mind - whatever - about the big leap forwards that Year 1 is. I think this because I can see how Kit is finding it an adjustment 'upwards' in terms of maturity and focus - reading and writing and spelling (yes training for Naplan) are emphasised here - and while Kit is loving it he is still settling in. Hannah is the same I think only she isn't able to express that to me herself so that is why I am 'guessing'.
Phil and I don't know what to do to help her. Will time take care of it? After all she has had a good transition programme. She likes going. She wants to be in Year 1. We have good supports in that I am at the school 2 mornings a week and her Nan one morning a week. Her teacher seems keen and on the ball. But you know - on Friday she was buggered. She'd done a wee in her pants at school - and the usual penalty for that is no tv. That worked quite well early last year. But on Friday nights we have 'movie night' as a treat - it is a night the kids love with popcorn where we all sit down and watch a show together. How could I 'punish' her? Then we have to go over the whole 'stay in your bed' routine. I had tried bribery - is she stayed in her own bed 3 nights in a row then her father would take her to the shops for a toy. It sort of worked the first night in that she let me put her back to sleep in her own bed and then she stayed there but not the next two. This morning when she woke up she asked to go to the toy shop with Dad. I had to say 'no' because she didn't sleep in her own bed all night for 3 nights in a row. So feeling pretty mean and not sure how to change these behaviours.
I am also concerned because I want to keep her self image positive and strong - she is an amazing little girl and I don't want to 'crush her spirit' in modifying her behaviours. Phil must have agreed that the tenor of interactions was veering too far to the negativity because when I cuddled her while I watched the movie I told her that she was 'smart and funny and kind' and when she didn't really respond to that he was very quick to reinforce that message. Anyways - if anyone has a magic idea - I'd love to hear it....

Sh

2011-02-14T03:22:00.000-08:00

Nearly had a heart attack when Hannah's teacher said she had put Hannah's ipad in her bag on Friday and that it wasn't on her desk...luckily it must have turned up during the day because it was in her bag this afternoon. Also in her and Kit's bags this afternoon was their first lot of Year 1 homework...I chatted briefly with Hannah's teacher about this last week. At the parent information night they had basically said that homework included 2 readers, about 5 sightwords (at this stage) and a couple of other activities. Hannah's teacher caught up with e around the school - she said that she would give me alternative work for Hannah. It was a short discussion but I made it clear that I would prefer to get the same homework as the other kids plus any specific worksheets or 'extras' that she thought would benefit Hannah. I let her know that I am happy to adapt the homework to suit Hannah - or at least give her a go to see what she can do. It is what we did last year and it worked quite well.

So today the folders are there. The twins are both very excited about it all. They come home Monday and go back Thursday - so not as much time as we had last year for homework. They were both really tired but Kit got straight into a chapter of his reader. He then got a dictionary to look up some other sh words. He did the copy and cover style of writing 2 of his sh spelling words and drew a sh picture. Not bad given how late it was when we got home.

Hannah got home and ran to the musical instruments. She got into some concert attire and was obviously not interested in her homework. I wanted to try a few techniques though - to see how she and I might work some of it out. I chose a 'shaker' and she selected another instrument and brought them out to the bench where homework is done. She did fantastically!! I put the necessary letters of the 5 spelling words on blank squares of paper and to test the waters I got her to spell ship and shop. After some guidance as to what to expect and some musical accompaniment she quickly got the hang of it all and we did some very poor rapping to our sh words. Then I got her to copy shop into her workbook - with the slips of paper spelling it beside her - she did a great job! She was however very tired so after a bath and a couple of errands she and I looked at her first reader - Icecream together. Then we played with words ending in s on articpix then I let her be. Still I think that given the timeframe is tight I will try and get a bit done each morning and each afternoon - if we can get 5-10 minutes a go then I can see her managing that - I hope so anyhow - she takes in so much more than she is able to verbalise. I am glad her teacher was quite happy to try this way no doubt we'll have our planning meeting soon. She may not be able to do all 5 words in that timeframe but I think she could get 1-3 done.
On another note she also asked me if it was ok for the school to update Hannah's original letter of introduction to the whole school community and send it out to Year 1 parents - a great idea - especially as Year 1 and Kindy share a playground.

News

2011-02-13T13:07:00.001-08:00

Things are settling in well at school. I am very happy with how Hannah's teacher is handling things. Biggest issue is getting her ipad home each night - she didn't bring it home Thurs or Fri so I couldn't do any of the speech app with her over the weekend. Will try and chat about that with the teacher... Hannah was totally wrecked the first week back. I sent her away on a Dads and kids weekend and was sure that this would spell disaster for the next week too but it seems to have been fine. She was much less tired and managed to still go to her swimming lesson after school one day as well. SHe had her first dance lesson of the year on Sat and is back in the disability swimprogram too so just about full steam ahead - except for her sleeping patterns - they are still a bit dreadful... she must have been up for about 2 hours all up in the middle of thee night last night...fingers crossed some routine and consistency will sort it out reasonably soon - for our sanity as well as hers.
Kit was thrilled to be elected for the SRC - he received his badge at the school mass on Friday. Unfortunatley I couldn't be there but he grandparents were and took some lovely photoes - if they email them through I'll try and post one. One of the other mums said he was so proud that afterwards he kept looking down at his badge - she was worried because he wasn't looking where he was going! I am a bit worried - I don't want him becoming a politician and yet he does like to 'work the room'...
Anyways here's to another week. We also found out last week that our principal is leaving .. so uncertain times ahead I fear.

Information Night

2011-02-07T18:58:00.000-08:00

Went to the meet and greet last night. Hannah's teacher seems fantastic!!! I am sure she's gong to have a good year. She also was a lot less tired yesterday which is a good sign that she is settling in a bit more. She sits at a table with 2 of her friends and told me that she played with them at school. She has been using her ipad although we still have a bit of organising to do with it - I downloaded a First then Visual app - but for the life of me can't work out how to upload our own pics...

At the moment Kit is more of concern to me. He is happy and likes his teacher and is enjoying Year 1. Two things about him are on my mind though. There is a boy who he has a love hate relationship with (personally I'd prefer that it was mostly the latter with some of the things Kit tells me about his 'friend' but that is another story) Anyway - Kit has been getting upset because this boy has been hissing and poking Kit - in class and in the playground when they line up. From what I can tell it isn't bullying yet but potentially...So I bit the bullet and mentioned to the teacher that Kit had told me she was going to rearrange the kids desks - could she please separate these 2 boys? I asked. Sure she said. And she did - but she put Z behind Kit - on different tables but within reach - hence the poking and hissing. Hmm. We'll see - hopefully she'll quash that sort of thing very quickly. Other reasons I am uncomfortable about this 'friendship' developing is that this boy puts Kit down. When he went in the talent show he was told he was terrible. That sort of comment has been made by this boy about a few things. Then he also tells Kit he doesn't like a particular country - or anything to do with it - including the people. Now I know he is only 6 and that that sort of attitude is learned - but there is no way that Kit is learning that one and I was very blunt with him about it. Then there was the googling twin towers on the dsi and watching cartoons about it - why?? I wondered and after watching Kit say that Z had told him about these cartoons - I had to tell him that I was very uncomfortable with him just looking up these flip notes as if they were fun because I couldn't see anything 'fun' in what really happened with the twin towers I elaborated a little bit more and he has not looked at them again. SO this boy is just a bit too worldly an influence for mine - and not the sort of worldliness that I think is appropriate for 6 year olds. DH and I have discussed with Kit who friends are there to make you feel happy not sad. That he doesn't need to be friends with everyone - he has to be polite and respectful but if someone is making him feel bad then they aren't really a friend are they? etc. We'll see - as I said occasionally these 2 boys actually play nicely together but mostly - not.
The other concern is about the work in Year 1. It is only early days but I am watching to see how quickly the teacher starts to give Kit work that is appropriate and challenging - cos that hasn't happened yet. As I said it is early days though. Still at the end of kindy he and 2 other children were working on a 'contract' system of individual work which he loved. Kit is self-motivated, independent and focussed - and I think he really benefitted from this system of work. He also attended an enrichment group once a week which was mixed ages and he loved that because he is quite drawn to older kids. Anyways I'll wait a little while - not sure how long (?!) and then I'll ask his teacher about it. Just like with Hannah - I want to build a positive partnership not come across as pushy, still I am a bit anxious to see how the new teacher will address his needs because his kindy teacher gave it a good go.

At the moment he is loving the Snugglepot and Culddlepie stories (he borrowed it from the school library yesterday) - who'd have thought but he was retelling me the events of one of the tales his father read him last night, just this morning. HE actually read a page of it without error too but it is quite a long story and he definitely prefers to share the reading of it with another person rather than read it all by himself.

Day 2 Year 1

2011-01-31T15:13:00.000-08:00

The twins were excited to go back to school yesterday. I printed off a couple of holiday pics tohelp Hannah communicate what she had been up to - she chose them so they were all pretty much of her at the beach! I wrote a note in the Day Book for her new teacher, packed their bags and hats. Just as we were leaving Hannah got her ipad to take. Now it wasn't my idea to take it on the very first day as I know how hectic that day is but I didn't want to disappoint her especially when she'd been told that it was for school - so into the bag it went. Unfortunately her teacher was really sick and had to go home early but reports from the spec ed teacher were that she had a good day and was siting copying from the board without assistance when she went in to help. Her old Kindy teacher chatted with her while she was on playground duty. When i picked her up the first thing she said as 'want to lie down' so she was clearly buggered. She settled in front of the tv and was sleep by 8pm.
Kit had had a good day catching up with the to her kids and getting to know his knew teacher.
Neither slept well last night - I think that their minds were probably racing with everything and it was stinking hot which doens't help. Phi was reading to Kit int he middle of the night to help him get back to sleep and Hannah ended up in my bed. At one stage I felt her and couldn't tell whether she had a fever or if it was just because it was so hot. I moved her closer to the fan. She seemed ok temperature wise this morning. She didn't want to go to school though. We were clearly told that she wanted to stay home.
Once we were at school she cried and kept looking down. Her friend Zachary tried to help her but she wasn't responsive. Then her friend Genevieve tried to help her and again Hannah wasn't giving much away. She was clutching her Maggie doll (stuffed Maggie of the Simpsons) and I'm pretty sure she was wishing she was back in kindy. She wasn't the only one there was a fair bit of chaos on the Year 1 line this morning and at least 4 kids crying... Her teacher was back on deck and looking great so fingers crossed she has a better day. I have to pick her up a bit early for a podiatry appointment anyhow - I have neglected her orthotics dreadfully the last 2 years and am hoping to do better this year by changing to a place that is nearer the school.

Hannah's Day Book

2011-01-30T02:53:00.000-08:00

Reading Dan Drinker's Communication Book convinced me that I needed a book - a dialogue between myself and Hannah's teacher - to help make our journey in the mainstream successful. I didn't expect her teacher to write in it every day but every afternoon it was one of the first things I looked at - as I stowed the kids school bags in the boot of the car and before getting behind the wheel to drive them home - I'd check the Day Book. As I helped in the school 2 mornings a week - and hence got updates from Han's teachers then her teacher generally used the book a couple of times a week - and less as the year went on - still at least once a week would be an entry. tonight I have continued in the book with a note to Hannah's new teacher. We haven't formally discussed the idea so perhaps unlike Hannah's kindy teacher she may end up choosing to use email or the Notes app on Hannah's new ipad... but for now the Day book is our record. Our story lies therein...

Monday 15 Feb 2010

Bullet points:
Hannah had a great morning she participated well in the guided reading group (with teacher) she recognised letters: a, m, s, t

She responded well in the writing lab she stayed seated in her chair during the instructional lesson.

After lunch during lineup a child in Middleschool tried to assist Hannah to lines from the library

Hannah did not follow instructions (from child) and attempted to bite her, but Hannah did scratch the other child several times therefore got a sad face (insert pic of said 'sad face'.

[Well - there it is - her first entry - and BOY what an entry!!!!! I was in tears. Quite irrational really but I felt that Hannah had let us all down - and especially let herself down. I felt that the school had worried about this sort of thing happening - and here it was - barely 2 weeks in. Boy I went on and on at the poor girl. I was so confused - the description was not behaviour I'd ever seen of Hannah. It perplexed me. In hindsight now I can see that she modelled some Ben 10 superhero play with other children and I hadn't clipped her nails - and that explains the scratches - the biting I still don't get but don't really believe that that was what Hannah was trying to do - it certainly may have looked like it - but she has never really been a biter.]

I am very glad Hannah did so well in the reading and writing. I am appalled at her behaviour later in the day - she has promised her father and I that there will be no sad faces today - so let's hope that is the case. I also trimmed her fingernails so they are shorter now.

Hannah has had a ??? day. She worked well in the writing lab - holding pencil, doing circular patterns and staying in her seat for more than 10 minutes.

In the classroom today we had a green mat (big enough to sit on) that Hannah went to all day when we asked her and she stayed seated on it.

Hannah had lots of * (stars) on her chart a few stickers for great listening today (happy face)

Ms G and G also came in and assisted Hannah in her writing and maths activities today.

17/2/10
That's great!

Hannah had a good day. She xxxtt on the whiteboard all by herself and started to use her visuals more to communicate.

I spoke to P @L (EI) She mentioned about making a 'first and then' board to help Hannah move throughout her day. She also mentioned about giving Hannah teacher roles to help involve her more in group sessions.

Any other suggestions welcome.
L & V

Sunday 21st Feb
I have enclosed Hannah's "Exit Report" from L (EI) which summarises where Hannah is at in various developmental areas. SA the OT has included an additional list of 'Activities for School and Home' (this is due to Hannah not having private OT at the moment)

S is happy for you to call her and possibly arrange a visit to the school if you think that would be helpful.

I did the 'favourite toy' booklet to try and help Hannah talk about her 'baby'. (Kit got an A4 sheet - so that he didn't feel left out)

I put in a couple of 'fist then' cards in case they are helpful.

Many thanks for all the information ...apologies that we ran out of time to do Hannah's toy ..but will definitely do it tomorrow.

Thankyou also for the 'first, then' cards. They really helped today.

Hannah has had a good day. She really loves baby. It was beautiful to see!!

I will try and contact S over the coming week to touch base with her.
L

22 Feb
You're welcome!

Tues 23rd Feb
Hannah has had a great day. The suggestions from the reports were great. We have started using their suggestions.

G (sp ed teacher) called S today to talk about her suggestions. I will give her a call back to organise a visit. She was really lovely. We were also wanting to know if you had any short thick pencils? or where do you suggest we get some from
L
signed - by me.

Hannah enjoyed sharing...her sentence and all the other ... she got really excited.

She also found it challenging to focus today eg writing, working on sounds. She preferred computer and dress ups. But overall a good day.
L

24/2 This week's reader was perfect for Hannah.
She was able to say and follow with her finger "come to" saying 'the' was too hard but she did approximate it and then the place names were generally ok too.
She knows all the letters but had trouble with them (maybe size of print - so I'll keep playing with those at home too)
She loves monkeys - how did you know?
Shelley

25/2
That's great!! She also had a great day. I rang S (OT) and she mentioned P (EI) and her will organise a time to come out.

Hannah focused better today and even took herself and sat all the time in Italian (40 mins).
L

25/2 Shelley
PS H her speech therapist is due to visit the school for a 30 mins speech session - do I need to let her know any specific information? Will she use the little room near the front office? Does she go tot he classroom to collect Hannah?

No specific info is needed. I can touch base with her.
Yes she will need to collect her from the classroom. The office staff will show her. She will probably use the staffroom.
Hannah has had a good day.
L (EI) is coming to visit Thursday week between 10 -12 pm to make suggestions or give advice in anyway.

That's great L. I think that you and V are doing a great job transitioning her. The way you have had conversations with her peers about difference means that a number of children come up to her when we are out around the school this is so motivating for her speech because she loves it and wants to build friendships. In fact her speech at home is markedly improving. On the weekend I suggested she go sit with a group of children who we were with at a local park - and she did! all by herself! I am sure she could not have done that last year.
NSW Down Syndrome Association has 2 seminars coming up which may be of interest to you .... details are given blah blah blah...

Shelley thanks for all the info I .... into it.
Great to hear Hannah is transitioning well. It was nice to get your feedback.
SHe has had a great day. Hannah didn't really want to do anything this morning but after recess we got her using the playdoh, geoboards and Duplo. She loved the duplo.
Hannah was with G (teacher's aid) and they made a house for 'baby'. Hannah then drew it with some help and talked about it.
L

Lovely to see the photoes and Hannah's work. Shelley

3/3
Thank you for the books. I will make good use of them
Hannah was good today. She did trip over at lunch time. But you may want to check. She hit her head on the ground. She seemed to bounce back okay after some tears and ice.

You're welcome. Hannah was absolutely exhausted last night - not that she slept well - she had obviously had a bsy day. It was lovely to hear from Miss J that she sat with the group for the whole music lesson.
Shelley

4/3
Hannah was tired again today But she worked well Ms M (teacher's aid) did lots of fine motor activities with her this morning and she had her speech teacher come after recess for about 30 minutes.
She fell over a lot today. losing her balance.
L

thanks L
I think that she is getting particularly tired - and will probably continue to for a while because she is absorbing more. I hope you all have a good day.
Shelley
PS Lack of balance was no doubt due to an ear infection (sad face) I gave Hannah some panadol this morning and will take her to the dr at 11.30 today.

8/3
Hannah has had a great day. She brought herself into class this morning and sat on the green mat throughout roll call and discussion about hte day.
She worked well in the writing lab - using putty, crayons to do O O O patterns
In maths she sat with the group again.
The photo is lovely. Great to see her practising her letters.
L
8/3 Shelley
PS You're welcome to keep the photo.
[said photo was of Hannah giving her doll Sally a 'lesson' - for all the world she was so obviously copying her teacher Ms L!]

Hannah has had a good day. P and C (EI) came in from 10 -12pm. They gave lots of suggestions and advice I'll share with them with you, when I get a chance to write them down.
In regards to our meeting M (Principal) has had to change the date to the 30th @ xxam. Is this okay with you? Hannah's speech teacher did not come today. - my note: - she arrived while you were meeting with PandC, saw Hannah in the classroom.

I hope you found P and Cs visit helpful - I am very impressed with how well you have been able to accommodate Hannah already. I think you and everyone else there is doing a great job.
Shelley

11/3
Thanks Shelley. their visit was helpful. They have loaned a few items to us eg handwriting without tears, doodle board, book, dvds which is great. The girls also mentioned trying to get us a slope board for Hannah when writing.
lots of suggestions were made. for example: Having Hannah doing correct actions in photoes (sitting on green mat, sitting at her seat) How to guide her when she may not want to do something, extending from 1 first to 2 firsts and then her reward, the teachers having an extension band like Hannah does on her pocket to point things out, having the finished picture (image drawn of checks) picture on equipment to encourage her to pack away and not just walk away.

22/3
Hannah had a good weekend and should be fine for school today - please call home if not - Kit was sick (vomiting) yesterday so he is having a rest day today. I hope Hannah isn't too out of routine and that she copes without Kit. She has after school care this afternoon.
Thanks
Shelley
PS I'll try and give you the slope board and scissors today.

[can you tell how nervous I was about sending Hannah to school without Kit? I'd never done it before - not at preschool or LDC - if he stayed home so did she - I just knew she wouldn't cope..and neither would I! lol.]

22/3
Hannah has had a really good day. She worked extremely well in small groups this morning, sitting and participating with the group and interacting as well.
Thank you for the slope board and scissors. We used them today and I think they will really help.
L

23/3
That's great to hear.. She had a good sleep but is a bit grumpy this morning! Kit is still unwell with a bad cough.
SP

24/3
Hannah has had a really good day. M (teachers aid) was in with Hannah this morning and she worked well in her small groups, waiting, sharing and interacting in the group.
A little tired towards the end of the day but lots of stamps up her arm!!
L

../3
Hannah has been extremely tired today. She really didn't want to be involved in any groups today. She even rested her head on the table in writing lab.
She also had a rest in book corner after recess, just looking at books.
L

Yes she was quite cuddly in the morning so that doesn't surprise me.
Shelley

29/3
Hannah has had a good day. She was very restless first thing this morning and didn't want to participate in any whole class or small group activities.
She did have an accident in wetting herself. After that she seemed more settled.
Hannah worked well with G this morning - reading fine motor activities and listening. She also worked well with Ms G doing writing and an easter craft.
L
30/3 Shelley
1/4
I hope that you have a lovely Easter. Thank you very much for all the work and time and care you provide the children - especially Hannah; she loves Miss L. I have put some little eggs in her bag - for her classmates - Kit said that it was ok - I hope he is right! No after school care for the twins today.
Happy holidays. Shelley

And there you have it. One term, the first term of Kindy - done. To be continued....

Holiday Playdates

2011-01-27T12:48:00.000-08:00

Getting ready for next week.... yesterday the twins had a playdate with 2 other kids from kindy - one will be in Kit's Year 1 class and the other in Hannahs. I confess it was a bit like a double date cos Hannah insists that Z is her 'boyfriend' and I is one of Kit's girlfriends...there were also an older and a younger sibling there. The kids had a blast (and so did I! - unfortunately I didn't take any photoes but one of the Mums did...so maybe later I can add one in).
School uniforms for Kit have been purchased, Hannah's will still do this year. I need to get runners for Hannah and some lunchboxes and snacks but otherwise we are well on the road to being ready. I have been listening to Kit read his Zac Power Test Drive books this week and Hannah has continued to do a great job of reading her PM readers each day.
Yes we are on the road to being ready....

Kindy in Review

2011-01-13T14:08:00.000-08:00

Yesterday Hannah wanted her new school shoes to wear and then the uniform... when we told her that she was still on holidays I think she thought we were crazy - as if she didn't know that already! "Home school, Mum" - but she didn't want the photo taken the little brat.
Before we head off on the next leg of our journey through the world of formal education with Hannah I thought I'd reflect upon the year we had.

In 2009 I started this blog because I was so terrified and daunted by the process of entrusting my gorgeous girl to the 'system' of education in NSW. My regular blog had never seen such dark posts and it was starting to get me down so I decided to set up Mainstream Musings and keep the Shams for our happy family life. Little did I know that by the end of 2010 the two blogs would overlap, weft and weave as Hannah(and Kit's) school journey became part of our regular family life - not just the separate monster that had Phil and I waking up in coldsweats each night!

2009 involved an enormous amount of spade work. I visited schools - and those we ended up considering closely - I visited them more than once...I anxiously asked everyone I vaguely knew and even strangers on the street their opinions on some, any or all aspects of schooling in NSW. I put my daughter under the microscope to be poked at and prodded sometimes with delight but more often with scepticism but people in positions of power. Of course I was also very busy assessing and testing them too ... but I don't think they felt the pressure of it the way we did. We didn't hold the keys to the building after all. I clung to other mothers in similar situations. What on earth were we to do? How could we send our precious and vulnerable children off into the big bad regular world?

We had a number of grueling meetings with the school to plan for how things would operate for hannah. I gave over some resources including books about DS like Victoria's Day and a letter of introduction from Hannah to the rest of the school that I had drafted. Late in the year the ray of sunshine peeped through - and i mean incy wincy teensy bits of soft light shone...Hannah enjoyed the 2 transition days she attended (1 session for each of the 2 schools we had applied to). At the school where she now goes it was the first experience I had of the awesome love and care and professionalism that I have since learned is part and parcel of the place. At the end of the transition time the children are returned from spending time in the classrooms wit their future teachers to their parents who have been waiting anxiously in the hall. I was approached by at least 4 teachers (including teachers aids) to tell me how well Hannah had gone. School backpacks and hats were bought that same day. Just before the end of term I returned to an empty kindy classroom to take photoes to put together into a social story for Hannah. Then the uniforms from the local store and then the shoes... it was all becoming too real.

Jan 2010 was spent nervously talking about school, showing Hannah the video of the classroom photoes I had made and trying to get her to say her teacher's name clearly. Then I decided it might be best to get the principal's name right so we focussed on that one too....We also had a great time relaxing at home and by the beach with the sense that this was their last baby holiday - the next time it would be 'school holidays' another phase of the journey of our lives.

School began at 10am on the last day of the month. I was terrified but working very hard not to show it to the twins. All kitted out with uniforms, shiny shoes and backpacks on we posed them outside the front of our house for what we know will be an annual photo event for the remainder of their schooling. At the back of our minds was the knowledge that this could be the only one were we get to have both of them together, setting off side by side to the same school...we had no idea just what the future would hold for Hannah.
Nervously we all arrived at the gates of the school. There we were met by my MIL and FIL (who are well known in the parish - and who played the role of proud grandparents to perfection). I have a framed photo that my FIL took of the twins peering through the gates into the school ground and their father is standing behind them, you can see his protective stance and his eyes anxiously scanning the horizon. Then the long walk began. down the side path, p the stairs, along the corridor to the outside of the kindy room. They have a staggered start so there were already kids in there who had arrived earlier than the twins. A couple of teachers were outside to help us get organised. They showed us where to put the bags and told us to get out their morning tea and hat... I later came to know the lovely blonde woman who looked out for us that day - and she is a fantastic teacher - she got Hannah walking up stairs using alternate feet perfectly - without it being mentioned at all - or put in her IEP...
The we went into the classroom. My FIL there - after asking permission - to take photoes of the twins. The room was set up with play stations. The school had pulled out all stops and every hand was on deck including the principal to welcome and play with the newest recruits. I had not known what to expect. I knew that I could have been a blubbering mess, I expected to be sad. I had told Phil to make sure he had the day off so I had moral support with me. I guess that was my first surprise for the year - and a good omen to boot. The twins waved us goodbye cheerily eager to get on with the job of growing up - and so we left them and I didn't feel sad or anxious at all - I felt very calm and we went out to a local cafe for a lovely lunch together. When it was time to go get them I admit the butterflies were in my tummy but it was all roses and sunshine at the school with a tired bunch of happy kids and teachers who looked weary but who were still gently smiling. A great start to the twins formal education...
In the second week, our letter from Hannah went out to all the families in the school. The response was phenomenal. The principal told us she got fantastic feedback. I got fantastic feedback. We had given permission for people to talk about Hannah, to ask us questions - and with that gift - came responsibility. And they took it up in spades - everyone looks out for Hannah. Kids, teachers and other parents and no one seems to resent or mind doing it. The generosity of spirit has been awesome. That same week I spoke to all the staff about Hannah. It was hell but I'd do it again in a flash - I may have come across as psychomum but it meant that every teacher now knew who I was and who Hannah was and when I walk through the school building I am greeted by them all. Many stope and tell me what Hannah has been up to and they all look out for her They are a fantastic bunch of professionals.

The teachers spoke to the kindys about DS. They read Victoria's day - not just once but a few times in Term 1 and then they revisited it in Term 2. They sent the books up to year 1 because Year 1 share a playground with kindy. In class they got Kit to talk to the students about what it was like to have Hannah as his sister. There is a whole bunch of kids who went home and told their parents what having DS means.

I waited anxiously for a more reliable source of information on what Hannah was doing with her days. Half way through Term 1 the communication book began. It was the first thing I looked for each afternoon. The teacher didn't write in it every day - especially as by then I was helping in the kindy room one morning a week and upstairs helping the older kids with literacy another morning a week. At least twice a week for most of the year I got notes about what was happening and I let the teacher know relevant things as well.

In th second half of the year the focus on Hannah's literacy and numeracy became more obvious. Homework was sent home as well as worksheets more appropriate for Hannah. Together the teacher and I worked to consolidate her progress. Her teachers were very proud of her achievements. In term 4 when her Year 1 teacher spent some time int he kindy room observing and getting ready for her new load of students I could feel the frustration in the spec ed teachers voice as she told me that she tried to get Hannah to 'read' to her new teacher but that she didnt want to "and she knows that book so well, she can do it" or words to that effect.

In the latter part of the year, Hannah's friendships are like little seedlings having a growth spurt. The teacher entrusts different kids to play with Hannah, to help Hannah etc and it is working. In the playground at recess and lunch she plays with the other kids, sometimes she gets into trouble with them She starts to tell me about her 'best friend' (be still my beating heart!). I mention a video link I've just found My Friend Isabelle - they show it to the kids the same day. Our discussion of plans for 2011 begin in earnest. There is no question of Hannah repeating. The importance of those blossoming friendships is to be preserved. Strategies to transition her to Year 1 are workshopped. The news about funding and aid time is not good. We chat about what this might mean and how we might manage around it all. It isn't right but for now that is the way it is. We apply for an ipad - another tool that we might be able to use to help make the best success of Hannah's transition to Year 1.
In the last weeks of school the twins come home with Christmas cards and candy canes galore. On the last day nestled in Hannah's bag are some photoes printed off in b/w on plain paper. They show her with the first teacher she fell in love with surrounded by a small group of very special children. Her best friends. Hannah is cuddled and cuddling within the circle of teacher and peers. It is a beautiful happy image that I treasure and that Hannah will have in her heart forever. Then there are another 2 of Hannah with her arm around a smiling teacher - her Year 1 teacher. They both look happy albeit a little anxious about the year ahead. You can tell that this is their first photo together, they are just starting their journey with each other. This time though we know it is a little daunting we also know that we will be able to make it something great. We work on it all of us side by side with Hannah as our guide and it is fun, it is in fact quite magical to be part of...Happy New Year my precious twins...Year 1 we are ready.

Wordless Wednesday - Hannah's Drawing

2011-01-04T13:38:00.001-08:00

The family at the beach on a sunny day.

Holiday work

2011-01-03T12:41:00.000-08:00

We applied for faf funding for an ipad for Hannah and got it. Once the approval letter came - we went straight out and got it. She was so cute about it - we stressed that the ipodtouch was for play but the ipad was for all the work she will do in Year 1. I think she understands that but it didn't stop her marching around the house saying things like "Hannah 2 ipods, not Kit!" Kit for his part was fantastic. We gave Hannah the ipad on Christmas Eve (I think) because we didn't want her to think that it was for Christmas. I did explain to Kit that we hadn't bought the ipad for Hannah but that the government had given us some money to buy one to help Hannah at school. He was fine with that.
The decision was made though to put on a few dvds and fun apps 'just for the holidays' so the twins are happy with that. We spent way too much of our savings in the last few months so we haven't bought the proloquo2go app yet - it is expensive but as soon as the money goes into our account I'll get DH onto it. I want to have a good play with it hopefully before school starts.
The same day or perhaps one earlier my 'mathskit' arrived. I had offered to be part of a numeracy research project looking at how parents can help their children with DS in maths. The backpack has all sorts of goodies for maths. I had also bought a lego board and some number bricks just before Christmas as well as a laminated numberline (0-10 on one side and 0-20 on the other). I spoke with Hannah about doing 'work with Mummy' - but 'to yet in Jan - 'a bit more holiday first' I told her. I had planned to get going on the 1st of Jan.
Kit got Charlie and the Chocolate Factory for Christmas and we have all enjoyed reading it. There was obviously a lot of talk about how well he is reading because Hannah was very keen to do some 'reading' too - so I got out the stash of PM readers I have borrowed and she chose one to read to her father - 'Baby' of course! Then during the day of NYEve she told me she wanted to do 'work'. We spoke about getting ready for Year 1 - and so the work began.
SO far our holiday regime has been initiated by Hannah. We have missed one day when we went up the north coast for a day at the beach. I give her a choice of 2-3 readers. We then read it together. Hannah then picks a page to copy. She writes out the simple sentence (I scaffold to help - how much depends on the letters eg I generally will just get her to trace letters like e or g or y but get her to write i, t, a, n etc for herself). Then she draws a picture to match (and I often do too on my own 'worksheet'.
Often she then wants to free draw - so i get her to tell me what she is drawing and away she goes. We use the slant board for all these writing and drawing activities.
Yesterday's book was a bit more involved so after we'd done the above activities, I got Hannah to choose another page to work on. This time I wrote out the sentence and then cut up the words for her to order and paste correctly. I let her refer to the actual book for help. Then as it was about a house I drew some shapes and got her to cut them out and then paste them at the bottom of her worksheet to resemble a house.
With the numbers at the moment all I have been dong is getting her to place the number bricks on the board either forwards or backwards for 0-10. I set up the numberline to assist her and get her to read the numbers out as well. She is strong on 0-3, ok on 4-7 but needs help with 8 and 9 especially when counting back. Still she enjoys it. At the end of this session she gets to draw on the portable whiteboard and then usually she heads off for a game on Kit's Wii. Yesterday I was busy and he wanted her to play on the Wii - I asked her which she wanted to do first - Wii or work with me - wanting her to choose Wii first - but no she wanted to do some work. I am glad that she views it positively, hopefully we will get to do this sort of thing consistently over the rest of the holidays.
Kit also has shown me how to write notes on the ipad so I am using that as a diary of what we have done and for her progress. I am hoping that her teacher next year will use notes as a communication tool with home. It is great!
There are more families using the ipad technology now too so I am reading different reports suggesting best apps. One that has caught my eye is a montessori maths one which I will check out later i think.

Reports

2010-12-05T22:44:00.000-08:00

Well we got our end of year reports today:

"Hannah has made great progress in her reading and writing this year....Hannah has worked well in mathematics this year...Hannah has made fantastic progress in all Key Learning Areas and should be very proud of her achievements. She has really settled into the routine of school and has become enthusiastic about her learning....Hannah has been a pleasure to have in the classroom this year. Well done Hannah."

"Kit behaves in a compassionate way and is caring towards others...Kit has made pleasing progress in English this year...Kit has shown a really strong understanding of numbers...Kit is a happy and friendly student who always works to the best of his ability. He is a cooperative student who interacts and relates well with others. He needs to be commended for the consistent effort that he puts into his work. He has produced pleasing results in all subjects, especially his reading. It has been a pleasure to teach Kit..."

Lots of happy dancing here tonight and a trip planned for tomorrow to take the twins to a local children's bookstore to choose a book as reward for the HUGE effort they have made this year in starting school...

swimming

2010-11-30T22:31:00.000-08:00

the twins have started the school swim programme this week. It means that kindy go swimming every day for 2 weeks. They go first thing in the morning. Unfortunately the weather has been wet and miserable but they have been going and having fun. They also go on a Tues afternoon - with me - and this week I thought they may not want to go twice in the one day. I had reconciled myself to a nice lazy time at home for a change - but no - they were both keen to go again...

On Monday when the kindy kids lined up in their swimmers and towels there was lots of excitement and anticipation. One little fellow wore snorkelling goggles. He said to me "DOn't worry, if Hannah is drowning I'll save her. I am going to swim in these goggles - I can see everything!". I loved that he was looking out for Hannah - he isn't even one of her regular friends as far as I am aware.

Then today one of the Mum's came up and was chatting. Her son had reported to her "Mum, you know that Hannah is very good at swimming"! So there you have it - gorgeous boys and a pretty special little girl who is opening their eyes to the fact that she may not be able to do lots of the things that they can - but she can do lots of things that they don't expect her to be able to!!

At swimming on the Tues afternoon - my heart was in my mouth pretty much the whole time. She was so confident in the water - and silly in that tired way that some kids get. I was sure she was going to drown! I warned her teacher - joking that while she brought out the best int he naughty boys - they brought out the worst in her! ALthough I suspect that it was actually a whole bunch of kindy kids that had her jumping and diving and splashing about in such a crazy way! ANyways at the end of the session the instructor commented on how great she had been. There you have - two people watching the same event but with very different stories to report about what happened!

Have I mentioned how proud I am of little brat? The pool is outside and I am sure it is freezing but today Kit tells me he and his group of swimmers got to go into the inside pool where it was warm to try their hand at diving. So he is having fun too.

Lunch boxes

2010-11-24T02:25:00.000-08:00

Yesterday Hannah came home with her supermarket sandwich storer broken in half. Dh and I wondered how on earth this may have happened - she isn't strong enough to have torn the two halves apart - maybe in play with one of her 'rowdy boyfriends'? we laughed and moved on - there is only 2 weeks left of the school year anyhow.
Today we had the Transition to Year One meeting. In passing it was mentioned that Hannah is making great progress - and they are seeing her 'cheeky side'. Like yesterday - when to make the crowd laugh she threw her lunchbox over the edge of the stairs - and the principal happened to be the one who saw - and she was caught and missed out on 5 minutes playtime as her punishment... Yep - she's had a great year at that school....and yes the other kids did laugh with her.. and they probably thought that she shouldn't be punished so harshly either....but I don't!

Meeting

2010-11-23T16:59:00.000-08:00

Hannah starts an intensive swimming programme next week. Yesterday she was so tired that her eyes were rolling to the back of the head in the water - I kept a very close eye on her! I thought about pulling her out of the lesson early but she loves it so much I didn't have the heart.
Meeting for next year went really well. The new teacher seems great. THe present teacher and principal are pleased with how the year has gone and so are we. NO FUNDING next year - isn't that appalling? There was enough for about an hour of aid time a day this year. The principal is going to see if she can get some additional funding from the CEO (Catholic Education Office - as the twins go to their local parish school) but still - it just seems so unfair. Imagine how well she might do with just a bit more targeted support. Funding at the moment is largely based on IQ assessment. A diagnosis of Down Syndrome isn't enough on its own - such a disparity exists in how the funding pie is divided - a diagnosis of autism for example is sufficient to receive targeted funding (don't get me wrong I'm not saying that kids with ASD get enough either but at least the mere diagnosis is sufficient to mean that they get something. Hannah's diagnosis of DS affects EVERY aspect of her ability to cope at school that I can think of - but is not enough by itself - which means that basically all the speech issues, OT issues and Fine motor skills weaknesses are not really recognised - and really not the associated learning issues either. I can only agree with the principal - it's disgusting.

But as ever - what can't be changed (yet anyway!) must be coped with. It does of course mean that when the principal says how valuable it is to have me volunteer (with heaps of other Mums too) to help in the classroom - it would be difficult for me to refuse unless I was really unable to do so.

Toileting issues were raised however I am hoping (fingers crossed!) that that has been dealt with and luckily her new teacher seemed unfazed - merely asked if there were a spare pair of undies in her bag. Maybe having a 2 year old of her own makes a difference?

Her kindy teacher has said how she has really matured and so in particular in this term she is following the class routine a lot more easily, being more compliant etc. In the afternoon she comes and sits in the group circle for religion where previously she went off to a quiet corner of the room by herself. She also initiated 'news' last week by going up to the teacher, really close and saying "Hannah, news" so presented her 'dolly' to the class. Sounds like she mostly just said 'bubby' to any question asked but the teacher was able to get her to identify the colours on her doll and when the group listening got restless she asked Hannah to get them to be quiet - and Hannah signed and asked them to 'wait' which they apparently loved. SHe also called on some of the students by name. Have I mentioned that my daughter is a gorgeous girl? Well so are a whole bunch of kindy kids out there too. I am actually looking forward to Year 1 - bring it on! I say....

Prepping Up

2010-11-23T01:57:00.000-08:00

Our meeting with the Year 1 Teacher who gets Hannah - is - tomorrow! I have seen this teacher around but unlike a few of the others I don't really know her. Anyhow today was my last day to help in the kindy room - and guess what - Mrs D was there - she was spending the day there to observe the students she will be getting next year - and of course Hannah in particular (and no doubt others of whom I am not privy to information about although I can guess!). She introduced herself - and boy - fantastic! I am SO impressed. Let's hope she wasn't having second thoughts by the end of the day...lol!
When she introduced herself she came across as down to earth, vivacious and accepting. Happy to make adjustments to accommodate Hannah. She mentioned all the good things she'd heard and observed about Hannah through the year. Reiterated what a great school it was for a student like Hannah and in particular how caring the other kids were towards her...yep - I think she is on my wavelength. I certainly agree with her on all of the above points anyhow.
Tomorrow's meeting includes the principal. Now don't get me wrong - I love that principal. She is a dedicated and insightful educator. But boy - she considers all the possible problems - so I know it won't necessarily be a 'positive' meeting - but it should be realistic and all about scaffolding and adjusting for Hannah in the context of her classroom. I'm looking forward to it actually.
I was chatting with the divine Ms L (her kindy teacher) and said how I didn't want Ms D to feel daunted about having Han - "you know what it's like" I said. And yes she agreed - she sure did. She then went on to say how it hadn't been that big a deal at all and how many of the things she learned and used with Hannah actually helped other kids int eh class...etc Yes Ms L is a hard act to follow - I think she is a fantastic teacher - and not just for Han but for Kit too.

Which reminds me - A mum from Han's dance class said that her daughter is going to the same school next year - in kindy - she noticed Hannah - right up the front in the song the kindys performed for the new kindy kids and their parents at orientation. We chatted a bit and of course I raved about the school as I do. Later in the conversation she mentioned how the principal in their interview had said that there were 4 'gifted' kids in the kindy group this year - and that this was more than they had expected... with a smile I thought to myself - wow - that includes my Kit - he is one of those 4. And yet in all the talk of how good the school was - a lot of it was about how well they were at meeting Hannah's needs - rather than in 'marketing'. I wonder if she mentioned Hannah and if so what was said? It was lovely to think that - boy that was me last year - anxiously listening for any opinion about the school I was choosing - and worrying about how on earth I was to manage nutritious lunches 5 days a week!

Transition to Year 1

2010-10-25T04:19:00.000-07:00

We had our meeting last week. No surprises - in fact some fo the tenor was pretty much what we got last eyar - you know how the other kids 'just take off' in kindy and how the gap between Hannah and her peers will get wider yada yada yada - but you know upon reflection it occurred to me that with maybe 1 or 2 exceptions there isn't a bigger gap between Hannah and any other of her peers than there is between her and Kit - so yes we live with it, we see it - and we can also see that for now - it is not a 'problem'.

The meeting itself was positive. The twins have had a great year and we are very pleased with the school. The principal hadn't confirmed who would be teaching Hannah next year so we will have a follow up meeting later in the term. I will take photoes etc of the Year 1 classroom to prepare a social story for her and we'll try and get the spec ed teacher to take ehr into the Year 1 room for an occassional visit (her resource room is nexxt to it) so that Hannah gets abetter idea of just what we mean by Year 1.

She knows something about it because after the last school holidays when I was talking with her about going back to school - she said "Yes, Hannah Year 1" and i had to break it to her that she didn't go into Year 1 untl after the long holidays of Christmas.
She loves the ipod touch she got for her brithday but I haven't loaded any communication software yet - am hoping we will be successful in our funding application for an ipad and the proloquo2go - then we can start including it in her IEP goals.

The twins had a fantastic birthday - the gymnastics party went really well. Hannah has started referring to one little girl as 'my best friend' which is of course just fantastic. She is also getting more tired at school in the afternoons because she is more actively engaged in play with the other children at recess and lunch.

A New Term

2010-10-11T05:29:00.000-07:00

Ten weeks left of kindy. Wow. October is Down Syndrome Awareness Month which means that lots of resources and links have been flying around fb. One was a short video based ont eh story of My Friend Isabelle. It can be found by clicking on the title - if this copy and paste doesn't work.... http://www.ndss.org/index.php?option=com_content&view=article&id=232:everyone-counts-my-friend-isabelle-video&catid=74:video&Itemid=120

Anyhow if that doesn't work - google Everyone Counts My Friend Isabelle and it will come up on the ndss website.

I mentioned it to Hannah's teacher in the communication book today - and she showed it to the kindy kids today.

It would have been great at the start of the year - but is no doubt a timely reminder for them. This morning when we got to school you wouldn't know that they need reminding though - one gorgeous little girl came running over to take Hannah by the arm - to show her her zhuzhu pet, another came over to say hello and our young friend (who visited in the break to make pasta at our house) came over and immediately lifter her up off the ground in his joy. Then one of the girls held her hand and away they went to the other side of the playground. Lovely. When it works, it works... I hope it works for a looong time...

Progress

2010-09-14T20:32:00.000-07:00

This photo was taken at Kit's keyboard concert. We videoed his performance - and Hannah was so cute. You can hear her as she excitedly says 'Kit! Kit!" over and over again - she was thrilled to see her twin up on stage performing.
I have to say just how happy I am with the twins school - AGAIN. I called in at the kindy room this morning after helping some of the older kids with a literacy programme. There is such a great atmosphere there. I spoke briefly with Han's teacher. Our area consultant had been around - she saw Han do some work - and could see just how well she is doing there. The teacher gave me a copy of the ntoes from the meeting - general discussion mostly mentioned the positives of strategies taht are already in place. She gave advice on structuring expressive language goals and a couple of ideas that I could use to reinforce Hannah's familiarity with the alphabet at home. Then some points on transitioning her to Year 1. I am meeting with the teachers and principal about htis next term. We are considering the possibility of Hannah joining kindy for reading/maths groups (for Term 1 at least) and everything else with Year 1. The importance of her friendships and of educating the Year 1 teacher were discussed. Me - I'd LOVE to see Hannah's current teacher take her through to Year 1. I think that would work very well for little brat - then a different teacher could have her in Year 2 or later on. I will let the principal know that that is my preferred option but of course she has the whole school and staff interests to consider - and the teachers have already given her their preferences - not sure what Hannah's teacher's preferences were - I'm hoping it was Year 1! Regardless I know that the principal will do her very best to ensure that an appropriate teacher for Hannah gets her next year - and I don't think we can demand more than that.

Travelling

2010-09-07T06:10:00.000-07:00

It is Hannah's turn to have the class 'literacy bear' at home for a week. He is meant to travel to a different country each week. Kit told me that Hannah told him she wanted to ttake the bear to New Zealand, Hannah told me she wanted to take him to Georgia (there is a 'Flags of the World' poster in their bedroom - and she consistently chose Georgia - unfortunately the only advice I got from the twins Dad was that mean Stalin - hmmm, and a lot of research for me! So somehow I managed to convicne her that France would be a good place to visit - after all I am hoping we might get there for 'real' in the not too distant future... and we have a poodle, she was wearing a stripey french sorta top, she LOVES Ratatouille - Yep - France it is. So here a re a couple of our staged pics. Then Hannah helped me select different google images to print and paste in the Bear's book and then put together a simple story using sight words and pictures (a combination of photoes and PECS images) for her to 'tell' the story of her and the bear's adventures O?S. She loves it - I think her teacher will too - We are returning Bear and Book when a number of hte kids will be away at a gala day - I thinkt hat might give the teacher smaller numbers and more time to actually go over Hannah's story. It also gives me a bit longer to practise presenting with hannah.

So little, So Much

2010-08-30T18:35:00.000-07:00

Well things have been quiet in the mainstream - which is actually a really good thing. It means that the school has continued to do what good schools do - cater as best they can to the kids they have. The sport of the term is basketball which Hannah doesn't like as much as gymnastics - but otherwise she is continuing on her merry way... She has a couple of gorgeous little boys who are her 'besties'. When I ask her who she played with she says their name - it is so cute. She is starting to understand about Year 1 because the teachers have been talking about it and in fact we will be meeting the principal and the kindy teachers to discuss planning for Hannah for next year soon - sigh - another transition. I am hoping that there won't be any issue with her going into Year 1 - but what supports she will need and which class she will be in and who gets the jackpot of teaching her - that will bbe up for grabs I guess. I have been trying to check out the grade 1 teachers - I see the Year 2 ones more often as I help with Multilit each week - so I know that either of them would be fine - the current Year 1 teachers sound like they'd be fine - I just don't know them as well. Her funding for support is unlikely to change so they may want to consider a bit more withdrawal time as an effective way to help develop her literacy and numeracy skills. Or of course they may consider keeping her with the same teacher which would be great. Who knows - I'll have to wait and see what comes out at the meeting when it happens.

Kit has been chosen for the school's enrichment program - which we are very proud of him for - they gave him some maths assessment and he scored well enough in it to go into the program. He has been a couple of times now (it is once a week) and he just loves it. I am glad that they have used a standardised test to decide who accesses the program - sometimes it looks to me like school simply use G&T as a marketing device - I like to see a school who genuinely wants to address the individual needs of its students and one that promotes BOTH it's learning supports and it's extension programs as of equal relevance/importance. You'd be surprised how many high schools mention G&T but make NO mention of 'special needs' - yup so to those schools I say - "you lose one if you don't welcome the other - cos I can give you the best of both worlds..."

Both twins got awards at school assembly yesterday which was nice - Han for participation and interest in a learning activity and Kit for his attitude towards his learning.

Han's reading is coming along beautifully - last night she brought home a new reader and she had such a big grin on her little face as she clearly 'read' the title "We Dress Up". Gorgeous.

Vision

2010-08-09T19:41:00.001-07:00

Last night I watched Q & A on the abc with some excitement - as a political junkie to have the PM front up for a round of unscripted questions from the public - too good a viewing opportunity to miss. I went to their website and lodged an online question - they didn't use it - what happened was way better - quite close to the end of the show (48:55 minutes in to be exact! - you can see it on the iview) a woman stood up to give her question. She began with a courteous greeting - here is her question:
"You spoke about your own education opportunities earlier. I have a five year old daughter with Down Syndrome who has just started mainstream school. Do you share my vision of a fully inclusive education system where children with disabilities can thrive and succeed at school? And if so what are you doing to make it happen?"

Whoo Hoo - that was pretty much exactly the wroding of my own question although I had also said how pleased I was to see the government's policy on improving funding for EI services.

The PM answered:

"Yes I share your vision and yes I understand we are some way from achieving it. We've got more to do but we have as a government increased the amount of money going to support children with special needs in our schools but there's more to do. And one of the things I want to do as we review school funding is make sure we are taking into account the needs of children with disabilities better than they are taken into account now. So we're a government that's almost doubled the amount of money going into school education it's a start but there is more to do.
One of the things we've announced in this campaign is rolling out better packages of assistance. We've started a system for dealing with children with autism that enabled families to get early intervention, speech therapy, the kinds of things that can make a difference early on. We want to roll that out for more children with different forms of disabilities so that will help make a difference too.
But the vision of inclusion is a good one and we want to keep working to get that vision working in schools right around the country."

I hung on her every word. Now I could focus on what the response reveals about the state of the current system but I won't - instead - YAY for JB the special needs Mama who stood up and asked the question (cos yes we are still at that point in the discussion in this country! When you embark on the inclusive journey it feels like you are finding your way along a dark and murky path that few have gone before. The way is steep and tricky with occassional blasts of light and fresh air and fortunately if you fall down you'll probably find the clues, the red cloth swatch left behind as a clue or as comfort by the even braver souls who have gone before you). JB gave us and our kids a voice. We got a mention on national tv. How cool is that? On a show that must have blasted the ratings. We got a response from the PM that I believe was honest and heartfelt. From what I have read I think that JG and Bill Shorten 'get it' by and large - and that tey are willing to try and improve things. The introduction of a National Disability Scheme is another area that I am glad to hear them working on. So for now - I am basking in the 'face' that was given to Hannah with that response. Now to the callenges of structuring the funds, meeting the individual needs of a significant and diverse group of students - they like all the other kids there - are our future ...

Happy

2010-07-27T18:32:00.000-07:00

I know I've mentioned this before but I feel the need to again say it - I LOVE the school my cildren go to. It is a local catholic school - not an elite private -a garden variety one - it isn't top of the My School website - it is an important part of our local community.

Each week I get to help in the kindy classroom (lucky me!) I love that. The kindy kids are awesome. Financially it is a burden but worth every penny when I think about the benefits it brings to our family and for Hannah's successful inclusion. On the other day that I don't work I help with a program called multilit which is for helping children with literacy (generally not special needs kids but other children who are struggling with reading). After multilit I call down into the kindy room to say hello to my gorgeous ones and make sure Hannah has gone to the toilet (there were a few accidents at the end of last term as she got very tired).

Today I walked in and a delightlful little girl who is in Kit's reading group called over and asked me to help her - she was writing a character profile for the 3 little pigs. Kit showed me his work - he was doing a 'typical boy's' profile of the big bad wolf - "I got my but burnt' or something like that - very well written except for the b in 'but' was facing the wrong way and the extra 't' was missing. Still his cheeky boyish grin was lovely to see.

Then I went into the writing lab where the whole class was working. Hannah sits up the front working on her writing sheets with a teachers aide. Today she was working on writing the number 3. There was lots of encouragement and positive words. Hannah proudly showed me her 'principal's award' sticker. She had been along to the principal's office earlier in the day to show off her workbook.

One of the teachers has recently bought an ipad - and she had briefly used a sightwords app with Hannah that morning. Hannah's treat for writing well was to have another go on it. When the teacher arrived it was lovely to see her enthusasim in playing with her new 'toy' and in working out how to best use it to help Han. It wasn't long before she pointed out Hannah's principal's award sticker and then added that she had got one too! I didn't ask but I am guessing that partly that was Hannah expecting her wonderful teacher to get one for all her good work too. (My twins are very good at sharing).

Han's focus teacher (a fantasitic, passionate and skillful teacher) and she are planning to spend some time together looking at it's uses in the class for Hannah. I had to tell them that we were already toying with the idea of getting her an itouch for her birthday - I can see that if it is going to get wide useage at school we might have to find the $$ for an ipad and leave the smaller more compact itouch for another year when she is older. Will have to look at the numbers though - that is one downside of having twins - on their birthday if Kit gets a dsi, Han an ipad and then they both want a party - it gets a bit expensive! and while we are by no means 'struggling' in comparison to others - we don't have much extra money - the mega mortgage and things for the twins including Hannah's weekly ST are where our 'extra' money tends to go... and while I am lucky to be able to work 4 days in 3 we are still down 25% of the wage I'd get if I could work full time...That is one of the reasons I have decided to withdraw from uni this semester - I am hoping to finish at least my postgrad certificate next year but to spend $1500 this semester as well as all the hours required to pass - I don't feel we can manage. The placement is subsidised so is a pretty reasonable cost but there is also a practicum requirement which disrupts my working life and means leave without pay.

Geraniums

2010-07-24T17:13:00.000-07:00

I feel a bit like Eliot's mad(wo)man shaking a geranium at the world sometimes... and am so pleased that this strategy actually works sometimes (like the PRue Macsween and Channel 7 debacle). Not that I alone achieved much but the dedicated people who started the facebook group and the many (myself included) who joined in the campaign - yep it worked. How good is that??
On Thursday there was a letter to the Herald about inclusion of children with special needs in regular classes - it was a response to an article about the recent enquiry which highlights the desperate need of skilled staff better resources and more funding for inclusion in our schools. After listening and participating tot he Prue Macsween debate - and having the busy week from hell - I quickly drafted up a letter and emailed it to the SMH. I didn't take time to think much more about it because it was my first week back for the semester so I was flat chat and to top it off I had double booked myself for a uni research workshop and a tea party to help promote deeper friendships for Hannah at school. So yes click in haste...

When I finally got home on Thurs night and saw the email saying my letter had been shortlisted for publication - I nearly ahd a heart attack! I went tot eh sent items and carefully read it many times - how would it sound to x? What about group y? etc That is when Rhapsody on a Windy night came to mind...

But I am a gardener and in my garden there is not that much 'onion weed'. To point - yesterday I took Hannah to dance class (yes mainstream again!!! - although only because there isn't a spec needs class that we could go to) - it went fantastically well - and then (I failed to make the Uni worksop ...sigh) a tea party with 5 kindy kids - most of the parents stayed - the kids had a blast, the parents enjoyed chatting. Everyone there knows Hannah and a bit about DS - it didn't rate a mention - and why should it? It doens't define our existence although it is a significant part of who we as a family are.

The kids decorated cupcakes, jumped on the tramoline, 'cooked' with palydoh, played with the dolls house, had a 'concert' (using my bed as a stage - 'eyeroll'!lol). They all settled in very quickly and played as you'd expect a great bunch of 5-6 year olds to do... a really lovely afternoon worth the effort of staying up half the night making cupcakes on Friday - and yes even worth letting down the Uni researcher for - mainstream education for us at the moment is about Hannah's social evelopment and sense of belonging in her community as well as her literacy and numeracy skills after all....

The transcript

2010-07-18T05:06:00.000-07:00

here's the transcript:

Prue Macsween: But it’s a number of issues. I mean, the, the woman is put into this room with all these special needs kids, so many of them, she should have - for a start, it’s a reflection of the bad system. These special needs kids should not be in a class with or-, you know, kids that don’t have special needs for a start, so, you know, we need to throw more money at the education system, make sure that these kids are properly administered to because they almost need one-on-one help –
Paul Murray: Yeah but, but I disagree there. I, I, I [Andrew O’Keefe: Yeah, I disagree with that too] I think that they should. I think that as much as possible–
Prue: I know I know what (all you intelligentsia?) are saying.
Paul: No, no, no. That’s rubbish.
Prue: No, it is. It’s (all police stuff?).
Paul: Come one, come on, come one. No, no, no.
Andrew: It depends on the nature of the special needs.
Paul: What they need is two teachers in the room to be able to make sure that there’s one who can cover the gap, but, but you can’t just -
Prue: No. I’m sorry I don’t agree with you.
Paul: It’s about socialising. It’s not about-
Prue: I understand that but if they’re disrupt-.
Paul: It’s not[ a lefty thing?]...
Prue: What about the kids who are quite – normal, normal and adequately able to understand. They’re being held back. It’s like girls going into school-school rooms with bloody boys. Boys are so retarded, they keep them back. (Andrew O’Keefe laughs) I mean I honestly think that we need to make sure that we have these special needs kids put somewhere where they are prop-properly trained and then slowly, once they are in a capacity of being able to-
Andrew: We’re getting head of ourselves here. That’s next week’s topic. Are all boys retarded?
Prue: Well, you are (laughs).
Andrew: I’m looking forward to hearing your views on that.

No wonder we find it so hard to get a fair go for our kids in this country!! Thank God that this is not the opinion of the people I meet - some might have been wary but they ahve been pretty easy to 'win over' - as any fair minded person should be to compelling argument - that our kids (yes 'those' to Prue) have the same rights as any kids ...

On a Break

2010-07-12T05:59:00.000-07:00

Well we are all loving the holidays here. Of course I have failed to fulfil all my ambitious plans for going over sight words and numbers and speech and cutting etc with the twins. We have done a few things like that but not many. They are tired and really needed this break. Hannah has had an ear infection for the whole of the holidays so far - which just goes to show how run down she was/is. The brats got good Gym reports and hannah got a lovely music report too. I am not enrolling her there next term though. I haven't given up on her learning an instrument but I think we need to try another path for a while - so dance it is. She seems quite excited about it which is good. Today for example she dragged me out on the trampoline with her and broguht a tutued dancing dolly she has - she then insisted that the three of us 'dance' -so I think she is looking forward to it - which is what I wanted. A lot of that love for movement comes from her years at music - but learning an instrument that way isn't going to work for her - and relaly I can't see any way of us enrolling her there next year - hence we decided to move her now so she could settle into an alternative activity. In a year or so I am hoping (so long as she wants to) to find a small group or individual instrument tuition that suits her.
The holidays began with a kindy party - it was fantastic. Hannah had an ear infection so I let her lie low and play on her own inside for the beginning of the party but as I expected she couldn't resist coming out and joining in - she loves this group of kids - and the party was so full of pretty things and so well organised - tehre were heaps of great things to engage the children's attention. The parents and their family (sisters and grandparents I think?) were especially fantastic with hannah - treating her with respect but also looking out for her and making sure she had every opportunity to join in.
Tomorrow is another party - Hannah is the only girl invited apparently - but I don't think she'll mind.
I have also got my act together for another play opportunity. After every party Hannah always excitedly says "Hannh's party!". It seems mean to make her wait until Oct so I decided to kill the two birds with one stone. She wants a party and I want to help her develop closer friendship patterns with the other kindy kids. One of her favourite activities is to have a 'tea party' (often leaves, dirt and water!) so invites went out to 6 kids - 4 girls and 2 boys for a tea party. I chose the girls (in consultation with the twins of course!) because at each party I have watched Hannah and them interact for lengths of time easily and happily - especially trampolining - one of Hannah's other favourite activities. The two boys are to make sure poor old Kit dosn't feel like a shag on a rock - although it is hard to imagine him ever feeling like that!! The idea is for the kids to decorate cupcakes and otherwise just play - I thought I'd make sure the trampoline was ready - as well as some playdoh and the kids box of musical instruments (one of the girls has already been over for a play last school holidays where the children ended up performing a 'concert' for the adults). Once again I thought I'd put Hannah's gorgeous dollhouse out in the lounge area where it is easily accessible too. The rest is up to them - I hope it works and they have fun.
It was actually a little embarassing giving out the invites - so many of the children are friends with the twins but I want this to be about depth of friendships - I will have to make sure that we ask those other children to the twin's birthday party in October.
Kit also has his first Sibkidz activity this week - a craft and cooking mornign which I know he'll love - and hoepfully he can start ot get o know some other siblings like himself so that one day when he is older if need be - he won't feel like he is the only one with a sister with a disability. I am quite excited about it for him and he is viewing it very positively. "In my day we never had anything like that" and I think it would have been great - it may not only have provided myself and my sister some support but it may have helped us build a more positive relationship with our sister who has disabilities.

halfway there

2010-06-22T20:23:00.000-07:00

Well as the second term comes to an end I feel that our family is enveloped in this new schooling gig. Parent teacher interviews happened this week and I confess that I felt a bit weird about it - surely I wasn't ready to be in the parents' seat?? Due to all the contact we ahve with the school and the wonderful way theya re able to develop partnerships with families there were no real surprises.

Words for Hannah:awareness; great improvement;confident; growing ability to communicate what she is able to do; identify; recognises; make connections; good; appropriately; enjoys; happy; gentle; extremely well; enjoys reading; energy, smile and involvement demonstrate her growing ability to be engaged and a part of classroom activities; involved; individually; sit and listen; easily distracted; follow; progress; encourage; great work.

Words for Kit:enjoys; kind; thoughtful; Christian manner; listens; eager to respond; discuss; knows and uses; sound understanding; manipulates and sorts and describes; asks questions; willingly explores; confidently able; pleasing; conscientious; excited about learning; always really positive; easily engrossed; happily work on his own; fair effort; delight to teach.

So all good! Except that soon I feel DH and I may have to decide how we are going to parent Kit's academic progress. I know he is smart - his report agreed with that. I know he is one of 3 kids in kindy who are clearly working well above their peers in some areas. Kit started at reading level 1 or 3 (?- can't recall which one now!) and is currently reading at level 10. He scored outstanding for all the reading elements - but what about maths? As first time parents we want what is best for him. We love him exactly as he is. We also feel a tremendous resonsibility to draw out the very best opportunities for him. I worry that on some subconscious level I at least am overcompensating for Hannah having an intellectual disability. I feel I have a really good radar for what she is capable of. I am not so confident of the same for Kit. He got about 60% outstanding 40% satisfactory in the various maths criteria. Some of the satisfactory grades - are for things that we think he has been able to do for a long time. Others I really dont' know. Does it matter? Certianly we know that literacy has a high priority in the kindy. I know that maths is taught but I don't have astrong understanding of how as yet. There was a parent training morning on numeracy but unfortunately I wasn't able to attend. I have heard that the school is just starting to be involved in mathletics - but I dont' actually know what that is. So there you ahve it - are we being unrealistic? Torturing our gorgeous boy with unfair demands? Our concern is if the teacher doesn't recognise his strengths - will she be able to push him? How much are we projecting our own literacy biased experiences upon our son? At this point I don't know - but I know that if there is an issue - teh earlier it is dealt with the better - so how early is appropriate and how early is simply first time parents being overly pushy and unrealistic?
I don't mean to take away from the whole report experience - we are very proud of the achievements of the twins and the quality of the teaching is high.

Kit tells me they will be tested in gymnastics tomorrow - Hannah ahs absolutely loved gymnastics this term. Her teacher said that there was one instructor in particualr who had a really good sense of what she should be able to do and who was able to modify activities for her. Kit tells me all the teachers help Hannah in gym. I am hoping that her teacher is able to get some ideas from the gym providers on hwo we can continue this activity for Hannah out of school hours...

FItzroy readers

2010-06-08T15:27:00.000-07:00

Hannah has had a FR at home for the past couple of weeks. She is really finding the second half of the book difficult - it has all the rhyming words - cat, fat, sat, bat, rat, hat in it - introducing them one or two at a time but eventually using them all in a sentence. Hannah seems to really struggle then - she doens't seem to be able to tel the difference between them so well. I have tried showing her how to sound them out 'c-at' etc but I am not sure that that was working that well - I need her to enjoy learning to read - she relaly lvoes books and reading so I don't want to lose that. I then helped her to draw the cover page - a big fat cat and then I got ehr to cut out the words of the title and sequence them and then paste them onto her picture which she really enjoyed. I made the book into a powerpoint presentation - where I tried to emphasise particular words - eg I underline sat each time it appears and bold the m on mat. 'and' is in red font and 'on' is bold. 'fat' as in 'fat cat' is in italics. Most of the others I have left aolone - I think c b and r are reasonably different so have't really done anything to make them stand out. I have only used it with her twice and it seems to help a little in that she did better reading it today than yesterday.

I started to wonder if follwoing the same path as the other early readers in her class is the way to go. I checked out Downsed and it appears that the common view is that children following the regular literacy program in mainstream (with various supports I assume) does work well. So - my quesiton is - does what I am doing sound right? I know with numeracy they suggest teaching 4 and 5 away from each other because they are easily confused becasue they look similar. Any suggestions on how I can continue to help Hannah with her reading of books like this one?

Friend

2010-06-07T04:24:00.000-07:00

I wish I could post a photo here - but for privacy of the other child I won't ...
Tonight when I was unpacking Hannah's schoolbag I found a sheet of A4 green paper. On it in the lovely kindy style handwriting are 6 words - some of the letters are backtofront, one word is incomprehensible - but the magic of those words I could read - To Hannah ? ???? from your Friend S****. How beautiful is that! I made sure I talked with her about it - and how she should draw a picture for him tomorrow. Then I showed it to the adults in the room. S**** is a little boy who also went to the same LDC as teh twins last year. He is a gorgeous little fellow and just recentlyt he teachers have rearranged the kids reading groups - and he and Hannah are in the same one. Just lovely. It made my day - well almost - so did getting 100% on a numeracy quiz for Uni - that's never happened before lol! Magic what a whole day's revision for one little quiz can do...

Winter Canteen

2010-05-28T04:04:00.000-07:00

Well the kids are in their winter uniforms now. Kit has moved up a level in his readers and is so proud of himself. Hannah is going great guns. She got a class award in gymnastics a couple of weeks ago and this week her teacher said that she had a lot of fun in that class. She is also getting very tired. She has music on Wed after sport and lunch. She has fallen asleep in that class for the past two weeks. I have mentioned to her teacher that I might atake her home half day next week on that day. It is mid term and she has been working so hard. You can see how tired she gets - and it isn't as if she isn't sleeping well - she is sleeping in until after 7 which is great for her.

the school has a canteen that has just started opening 3 days a week after refurbishments. Well the first week it opened I gave the kids a lunch order each for the Friday. Then this week - I hadn't planned on it but on Wed pm when I collected the twins, Hannah's teacher came and let me know about Hannah's day. It seems that at lunch she took ehrself to the canteen and lined up with the other kids. Her teacher tried explaining that as she didn't have any money she wouldn't be able to buy anything that day. She said that Hannah got very upset, stood up straight and stiff ignoring her - and when she realised that she wouldn't be able to buy 0 she was devestated and cried and cried. Kit happened to be standing nearby so he gave her lots of cuddles and then seh went off to music and fell asleep. Clearly her teacher felt upset about it all and mean. She said that the grade ones were all offering Hannah some money, the mums in the canteen were ust wanting to give her what she wanted - but the lovely gentle and kind Miss L stood firm God bless her.

To be honest the week before when I did the lunch orders - it was because I was unsure of how Hannah would cope with just lining up and communicating her order to the ladies - so an envelope put in in the morning seemed the better option. Needless to sayt hat I have had to adjust my expectations about canteen. I think I'll make it tat the twins can order from it once a week rather than the once a fortnight I had been hoping for. SO last night I got out my clip art and printer and laminator - and made a litle keychain communicator - some pics of a few things on the menu that I think would appeal to Hannah as well as some pics of the relevant AU$ - she is good at matching same images so I figure if need be the canteen ladies just have to show her what coins she needs for whatever she is buying. ANyways she came home happy - so it must have worked!

There was gold coloured muftiday this week too. Do you know how hard it is to come up with a gold wardrobe?? So I found Kit a dull stripey shirt - that at least he sorta needs and had some gold in it but Hannah? She gets heaps of lovely handmedowns and doesnt' need new clothes plus I couldn't see any in the department stores I scoured earlier in the week. In the end it occurred to me that the skirt on a Snow White dress up is pretty gold - well that was a big hit. In fact she won a lolly bag for hte best dressed girl in her kindy class - which made her very proud.

awards

2010-05-11T20:19:00.000-07:00

Oops - I forgot to mention - on Monday - at the morning school assembly - a certain red headed brat was called up for an award - 'Raising expectations' - for showing great enthusiasm towards her learning environment. She walked up to collect it like a champ. I was chuffed for her - and boy - did she know she had done good!!

Readers

2010-05-11T15:17:00.000-07:00

Hannah's focus teacher sent home a level 2 reader for us to try yesterday. She wrote that they had been working on it. When I saw it - it had quite a lot of words in it - I simply asked Hannah to tell me about the pictures (cos I was cooking and didn't have the time to actually sit and help her read throught hte text). She starts by pinting at the title and reading perfectly 'Going out'. SO I forgot about the dinner and went and got the video camera - she did GREAT!! followed the words with her finger and used the pictures to help her remember the 'different' words int he story. Her pronunciation of 'swimming pool' was fantastic and she even put the 't' on 'out' on the last page.

Then after dinner Kit got a Dr Seuss book - for me to read (they usually get 1 story book each before bedtime). It was Bears on Wheels which is quite a simple one - so his father suggested that Kit read it to me - which he did with only a couple of words giving him trouble. A little later it was time for Hannah's story choice - she staggers out into the loungeroom carrying all the remaining Dr Seuss books (and yes we do have quite a collection that was given to us by a friend). She then chose The Spooky Old Tree which is above her reading level for sure (I think Kit would find it reasonably challenging). Together we sat and 'read' it. What I was chuffed abot was that I could see not only an enthusiasm for reading but she was clearly applying the literacy strategies they have been using at school to help her read it. Luckily there were a few simpler pages in it - she would run her finger under the print and look to the pictures to help her with things like "one bear with a light, one bear with a stick and one bear with a rope.'
I have long known that Hannah would be able to read - but I am in awe of her progress. I thought it would take her much longer to get to the stage she is at now. Good work little precious. Good work.

Athlietics carnival

2010-05-04T22:12:00.000-07:00

Today was the brats' first athletics carnival. I wasn't worried about it at all - partly cos it happened on my day off - so I knew I'd be on the sidelines. Unfortunately the day dawned overcast and dreary - with spots of rain and eventually we were chased from the oval home when there was an absolute downpour! Lucky the kindy kids had had a go at a few of the events before that happened.
I had a ball - watching the kids, chatting to the parents. When I got home and put the kids in a warm bath I downloaded my photoes - and the thing that struck me most was hands. Hands are everywhere - the hands of friendship, love and support - given in generosity without a second thought. I am eternally grateful for those hands. For the smiles and laughs from other Mums as Hannah 'jumped' over things and did the splits instead of what she was meant to do on one of the gym pieces. For the grins of encouragement on a mother and casual teacher's face as Hannah (and her teacher) sprinted in last in their race. For the kids who laughed and played together with such joy. Good memories were created today -even though both my kids (following in my footsteps no doubt!) came last in their 'events' today - who cares - they were there, front and centre - participating and helping to make the day a success. Here are some trimmed images (sorry - I have to consider the privacy of the staff!)
Two boys - cos friends is all we need
Walk with me

trampoline
stretches
sprinting to the finish line
friends
paralell bars
not the splits this time
Monkey bars
Walking with MissJ
Jumping

Star of the Week

2010-05-03T20:50:00.000-07:00

Hannah's teacher said that Hannah went straight to the book corner when class started on Monday - apparently she stuck her head around the corner when her teacher called out 'good morning' to her but that was it - until she heard her teacher say taht she had 2 stars of the week - but could only give out 1 because the other star wasn't there - the other star she announced was Hannah. Well according to her teacher that got her out of book corner and up front ready to have her 'star' pinned on her uniform.

I helped in the class this morning and when I got there - she and her companion star of the week were taking the notices/box to the office - they were so cute! I also got a chance to chat to the spec ed teacher - it was GREAT to hear how pleased she is with Hannah's reading skills. She knows some sight words, understands that the text on the page relates to the pictures and is using her speech more too. Quite frankly - I know I shouldn't compare - but even her cutting out is better or at least on par with some other 'weaker' students in the group. They are going to start incorporating a more individualised social skills program in this term - which is brilliant. Have I mentioned that I love this school? It is truly giving the twins a best start.

2010-05-02T02:08:00.000-07:00

Humungasaur

2010-04-30T03:26:00.000-07:00

Well the day of the walkathon dawned - overcast and drizzling. Hannah was SO tired last night I had been counting on a half day with the walkathon - things weren't going to plan. The day before I had bought Ben 10 Alien lego for Kit and couldn't really see anything for Hannah but made do with a set of mini ballerina sticker books. The lady in the shop giftwrapped them. They were to be the 'reward/incentive' for the 'big walk'. I also baked an orange cake for my MIL to enjoy in the afternoon after her walk.

Well the walk was eventually cancelled but my MIL wasn't sure whether I'd packed lunch for the twins so she went up to the school with some - to find Hannah asleep. The teacher indicated it might be best to just take her home and Kit didn't want to stay there on his own - so they both got to go back to nan and pops at half day anyways. At about 2 I got a call from their Nan - could she give them my 'gifts' regardless of the fact that they didn't do the walk - I said yes - so Kit got his first Ben 10 alien force lego - spidermonkey. My MIL said Hannah threw herself down on the floor and cried. When we got home she showed her Dad the box and asked for 'Humungasaur' while pointing her finger at a particular picture(or some such nonsense that sounds way cuter in her imperfect speech).
Later when she heard her father tell me he was going to the shops (to get the fish and chips) she insisted on going and when he left the shop with our order she got really upset and he thought she wanted him to go back - she did - to get 'humungasaur!!

I promise you - hearing her try so hard to say it clearly (high motivation in that phrase) just sounds priceless - I reckon that come what may tomorrow - a certain papa will be scouring all of Sydney for a crappy Ben Ten alien force lego figure Humungasaur for his little girl.

Blessed

2010-04-28T05:36:00.001-07:00

School Walkathon - there is no way I can expect Hannah to participate fully in it (I can see her 'drop and squat' or worse - tap her shoulders expecting her very slight teacher to carry her up there!!). I also did not want to not have her there - in some way. So thank God for Hannah's grandmother - a wonderful woman. It is no wonder we love her so much. She is going to go to the school (she already helps with reading there one morning a week) and walk with Hannah for as far as Hannah goes - then ring Han's grandfather to pick them up - and go with her to the picnic area where all the kids will be meeting up afterwards. Yay. That is the best outcome (short of my skipping work for a day and doing it myself!). The school were great at exploring options too - but this one - it's the plan. I know the twins will have a ball - and then the athletics carnival is on a day when I don't work - so I will look forward to that one.

Hannah and I survived our first 'all girls' party - to be honest - we both had a lot of fun. We have only been to mixed kids parties - these little girls were all so lovely. Hannah joined in happily, followed them when she felt like it and did her own thing when she needed. Definitely a success. Thanks Miss S for being a good friend to Hannah...

Holidays are over

2010-04-18T04:38:00.000-07:00

Well the holiday is over. It has been grand. Hannah clearly thinks that she should always stay home with Mummy (she obviously hasn't heard her father's opinion about my homeschooling her!!). At the same time she is also excited to be returning to school. She had a really successful playdate with a little girl from kindy during the holidays and was very happy to run into another girl from kindy when we were out shopping - and then that same little girl when we were watching Kit play soccer.

DH took Kit to see How to tame a Dragon today at the movies today and Hannah stayed with me. We did various things - but at one stage when I was online she came out with some paper and one of her favourite books Bananas in Pajamas Holiday Book (which she has just LOVED fo rthe past 2 years). She asked me to staple the blank paper she had with her - and then she communicated (in her mix of gesture, sign and words) that she wanted me to write the title - that she wanted to make a book about Hannah's holidays. And so Hannah's Holiday Book was born. Funny cos just that morning I had been thinking of putting together a social story about her holiday for her to share at school tomorrow.

While I tapped online she drew. I then got her to tell me about the pics on the different pages - I'll post some once I have photographed them. - Then cos some of the pics might seem a bit abstract I have just printed off a few photoes to include on the blank side of the booklet to help her teacher.

I also got an email tonight - from Maree's mum* inviting Hannah to a birthday party next week. Maree* is in Hannah's class at kindy. I accepted the invite on Han's behalf and this is part of the reply I got:
"That's great to hear. Maree* is really happy. Hannah was the first name on Maree's list. See you at school."
Maree* is a nondeplume!

Kit then came home from the movie and by late afternoon was writing a book of his own - the Last day of my Holiday. He got his father to photgraph various activities and I did some writing for him. Lovely.
PS - In the bed are: Kit, Hannah, Mummy, Daddy, Granpa and above Gra - our poodle - Stella!
Term 2 - here we come...

Holiday groove

2010-04-08T16:30:00.000-07:00

Boy they need haircuts - that will have to go on the 'to do' list for next week.
Well I started the holidays with all sorts of good intentions. I was going to do a little work with hannah each day. Hmmmn ... that hasn't eventuated however I did make a numbers book 1-3 with her today and she has been swimming for the last 3 mornings so she hasn't been missing out too much. I brought out the little lego yesterday to encourage her and Kit to play with it together - and that worked a charm. I also bought some moulding clay yesterday and hannah helped me make a snowman and she also made a couple of houses. All going well we will paint them this afternoon. When we were out yesterday we ran into a little girl fromt eh twins kindy - Hannah was so excited to see her. I am glad that we are catching up with another little girl from kindy nexxt week - I think hannah will be very happy about that.

One day to go...

2010-03-30T18:07:00.000-07:00

The school meeting went well - Hannah's teacher (and the school principal) are absolutely fantastic - professional, dedicated, genuine - what more could we ask for? Hannah has exceeded their expectations in many ways. Her communication goals are the key area where further development and thinking is required - but (aside from her being sick with croup and ear infections - which dramatically affected her talking)she is using her words at school. Her writing skills are improving. Her ability to attend to tasks is also improving. As I have said many times - I am so impressed with the care and careful management of resources that they have managed. It is never easy and funding seems to continue moving backwards. As a teacher I know that this is a difficult balance to achieve.

Hannah has been working so hard. All the kindy's are tired - but she is exhausted. She loves going but it requires so much effort on her part - for pretty much the whole time she is there. Getting her working better in small groups is clearly the next overall goal as is increasing her intitiation of communication. Academic goals - she's slowly progressing - so more of the same althought he number goals have been a little reduced to focus on all aspects of 0-3. She can rote count but they are also considering writing and manipulatives.

I am keen to do a 'retrospective' "What I have learnt post" - amybe after I have my uni exam tomorrow. It is 'hanging over my head like a spider!' at the moment. Fancy having an assessment on the last day of term - it is too cruel for words - only in numeracy!

Fast and Furious

2010-03-29T20:21:00.000-07:00

The term is drawing to a close - only 2 days to go. Tomorrow I will be meeting at the school to evaluate how things have gone and what 'challenges' lie ahead.

From our perspective - so much has been positive. Hannah's socialisaitona nd transition to kindy has been very successful. I thought her academic progress might be hindered while she struggled to cope with everthing else - well her writing is noticably improving (very slowly - she has gone from writing wonky capital H to a wonky H and a straggly a, sometimes an n that doesn't look like an o). Her counting is going ok as is number identification - although we are still playing around in the up to 10s area. Her story writing book is empty - but that is no surprise - her maths and patternmaking books are full of fantastic activities.

So I am hoping tomorrows meeting is mostly positive. Here is what i think will need to be discussed further:
social skills - peer reactions - how to facilitate more positive interactions - they have been fantastic in 'mothering' Hannah, she needs some help in how to engage in constructive play with them (I have been reading Amanda's blog for some ideas on that one!). I worry that she 'pushes' (gently but still) at kids who come up to cuddle her - because she doens't know a more effective way to 'play'.
Balance - how to get Hannah working effectively in small groups so that the school resources are not overly stretched with one on one that could be done in small groups.
How to maintain Hannah's motivation and attention. I worry that her 'cranky' voice is getting more of a work out - at home I have started sayoing that if she uses it she has to go to her room for a minute. At the same time I need her to know that it is ok to be angry - that she has that right really - but not to use her 'cranky' voice which is usually a loud gutteral'no!' and very annoying!!!
What to do about her tiredness - I think that as we end the term - we can see that she is starting to get tired - what will it be like next term which is 11 weeks?
Resources haven't really been going to specialist teachers (I don't think) - perhaps that may come up?

From our perspective - I would really just like some feedback from her teacher on exactly how she is going. The communication book is mostly positive but not very specific - so I want to know if Hannah has met the goals we set for her last year - and if new ones are required now (for some I think that is the case). I also want to review communication strategies - are they interested in more signing now? Are the visuals workoing - is there a better way to incorporate these in the classroom - to encourage Hannah to initiate communications.

I also want to give the school a BIG thank you - Hannah loves going to school. She likes being independent. She is widely known and accepted by the school community - which is nice when I have been reading comments in the media about how irresponsible it is of a parent to continue a pregnancy if they know beforehand the child they carry will have a disability (!!).

Frogs and Swordfish

2010-03-23T18:41:00.000-07:00

If you go into the history of Shamptons you'll no doubt find some posts about Hannah and Kit's swimming lessons. When I was on maternity leave - I enrolled with Kit in a babyswim class - it was my way of making sure that i spent some time with him just for him (to balance all the theraoy time that Hannah was getting). My MIL did the same class - with hannah.
When I went back to work it had to stop until one afternoon 2 years ago for some reason I got it into my head that they just HAD to do swimming (maybe I'd seen some other child with DS benefit from it - maybe it was about the time that I realised PT for Hannah was pretty much over - and I needed to find alternative ways of helping her develop her physical tone) anyways I enrolled them - after a brief chat with the swim coordinator they were enrolled in the same 'mainstram' class - tadpoles. 2/3 terms later Kit became a Frog. Hannah stayed in tadpoles - she absolutely loved it - but her legs were often akimbo and her arms - she'd smile that big grin and cling to the the instructor's neck - not from fear but because she was having so much fun playing with them!! 2/3 terms later Kit became moved up another grade, Hannah was still in tadpoles.
In her time there she has had some great instructors but in the latter part she tended to think that she could just continue to 'play'. I decided once she started school this year that it was time for me to push for a more appropriate class for her. She would be getting plenty of socialisation at school and at Rainbow CLub (swimming classes for kids with disabbilities). She was there for exercise and her future health - she was there to LEARN!! I discussed her needs with the supervisor - who'd also been her teacher in the past - yes it was worth trying to get her into the 1-1 spec needs program. I spoke to the coord - nope - waiting lists for that are ginormous so our compromise was a capped class and a fantastic instructor. I was more than happy with that arrangement. Unfortunately she has missed a lot of this term due to illness (sigh!). Nevertheless she has been making progress.
In the summer holidays just before term began I was able to get her in for 3 days with the special needs teacher - in just those days she made so much progress - and she absolutely loved it!! The smile of pride on her face when she 'swam' 3-5 metres was glorious to see.
So here we are at the end of Term 1 and she still hasn't quite mastered some of the tadpole stuff although she can do heaps. The supervisor is in fact her very first teacher (who was great!). We discuss what to do with her - he is keen for her to go to go up a grade - he can see that she has progressed - he can also see that she is still doing the same sort of things that she bagan with 2 years ago God Bless Him! So there we have it - Hannah is going up a grade because the supervisor is perceptive enough to know this about her character - she LOVES a challenge. The class will be capped.
Kit is also doing very well. He really enjoys it too - I wouldn't know if he's doing really well or not necessarily - but he too has gone up a grade - he too will enjoy the 'challenge'.
Oh - and i have managed to get Hannah into the special needs holiday class again - she's going to LOVE that.

Lucky

2010-03-22T13:54:00.000-07:00

Han and Kit attend after school care a couple of times a week - they love it. One of the workers there was chatting to me about Hannah a couple of weeks ago - at the end of our conversation she said "You are so lucky". She meant to have Hannah - I liked her perceptiveness because that is of course how I feel about both my chilldren - but it is the first time I can recall someone saying that to me about Hannah. It isn't that usual for someone to say it about having a child witha disability - where they are actually referring to the whole child (disability and all) as part of my good fortune. You know - it was strange but her words really made me smile - because I think she 'gets it' and that is great.

Over the weekend we encouraged Hannah to rest up for school and I desparately tried to catch up on schoolwork (our marking reporting regime is in full swing) and a little uni work too. I was just feeling that things were slowly coming back under control when Kit starts vomiting everywhere!! Poor Darling. He had a restless night and so we kept him home from school yesterday. DH stayed at home and I went to work. I took Hannah to school on the way. I was nervous about how she'd go. She had missed 4 days last week and was going without Kit - for the first time. In the past at her other care centres she would not have wanted to do that. I rang after school care to let them know she'd be there. I was worried she'd be quite tired by the time she got there and also that without Kit she may get confused and not go!

As I walked with her from the car to school it occurred to me that all my apprehension was bout how she would feel today. I had every confidence that the other kids would be happy to see her back (and they were) and that the teachers would take the very best care of her. It was such a good feeling. Later at work one of my students who has a sibling with DS gave an oral presentation about her class research project into the impact of DS on the family. One of her points was stressors on the parents and undder that she metntioned how parents are often reluctant or unable to trust anyone else to look after their child with DS. I smiled as I listened becasue I know that she is right - and I am so glad that that is not how I feel about Hannah's school, quite the opposite. I trust that they will take excellent care of my gorgeous girl.

Still as soon as my last class was done I raced over to get her. The after school workers were keen to tell me what a great day she'd had and how she was fine with them. that same worker who'd told me how lucky I was once again mentioned how great my kids were - she commented on how bright Kit was - and also said something like "and so is this little one...' nodding at Hannah. I couldn't agree more - she is bright and beautiful - on the inside (and outside) - intelligence like beauty is in the eye of the beholder and in the eyes of those who love us is the best sort. It is not a narrow box of IQ assessments for any child, their beauty and intelligence is innate - we just need to be open enough and have the opportunity to appreciate it.

Dance

2010-03-16T16:16:00.000-07:00

We went to the school dance last week. It was very successful. the kids all enjoyed running around and playing with their friends in such an informal setting. The dance maestro was lots of fun too. I got to see the kids interact beautifully with Hannah and spoke with a number of teachers and other parents. It was a fun night.

Hannah's EI spec ed and our family 'coord' from our current support service visited the school and gave the kindy teacher lots of practical suggestions and activities to try for Hannah - to increase her motivation/concentrationa nd enhance her participation in groups. There was discussion about withdrawing ehr for some one on one but hte feeling from our support service is that it would be best to do so with a couple of her peers rather than one on one. I think that sounds ok as there are other kids there who would also benefit from some of the strategies that work for Hannah. Her kindy teacher as I have said before is fantastic and I know that she will do her best to implement the strategies discussed. Our family service coordinator also commented on how fantastically well Hannah had settled intot he school - how comfortable she is there and how lovely the other kids are towards her etc - things I knew but it is good ot have an objective observer make similar statements.
Hannah has been unwell - she had a febrile seizure yesterday and is still battling a nasty fever so she and I are home today - she is lying necxt to me but refusing to go to sleep the little bugger - she had a terrible night with fevers and phlegm...Kit is settling in too. I think he found it quite hard to be ina different class from Hannah especially as the rest of his 'reading group' are in her class as is a number of kids that he likes to play with. Poor darling is working hard at understanding what is going on. He got Star of the Week which he is proud of for 'always using nice/good words when talking about others' - now me - I know that hte star of the week can sometimes be used as a bit more of a motivator for a child that is struggling to do the right thing - I'll have to try and catch his kindy teacher to see how he is going I think. He and 2 others from his reading group will be reading a prayer of the faithful at the whole school mass soon - it makes me very proud of the little fellow - my baby has almost disappeared and in his place is this adorable young boy with barelya trace of babyhood in him... This morning as he went off to school by himself again he told me that he is a bit lonelly there without Hannah. Still he went - soemthing I know I'd have trouble getting her to do if their places were reversed.

Mid term update

2010-03-09T18:22:00.001-08:00

I think it is time to start taking stock of how things are going - I have a meeting with the key parties at the school in a couple of weeks to consider how things are progressing for Hannah in kindy. My impression is that they are going great - it is very clear that we (meaning Hannah, her family and the teachers/staff at school) have been working diligently to make this experience successful - and it is. I guess we need to review some of the 'nuts and bolts' of classroom organisation and her behaviour and her academic progress. I learnt a long time ago tha there is a 'cost' to mainstreaming her - it is a reality that I think I can live with - her teachers are so hardworking - I think it is important for them to feel successful in their efforts - Hannah is making so much progress (more than I had initially hoped for or expected) but she is obviously different and the gap between herself and her peers is generally going to widen - we need to have things set up to cope with that.

I have volunteered in the classroom which I loved doing - those kindy kids are just delightful - there is such a range of stages in there - I don't know how the teachers do it year after year - but I can clearly see their competence and dedication in there. I got a chance to chat with Hannah's aids too which was nice - I don't like to approach them about it as I feel they have a lot of things to do and a number of kids they look out for - but both briefly chatted to me about how Han is going - and while she still requires coaxing and bribery to stay focussed and get some tasks done it is clear that these wonderfully patient women can see progress. They can see that her comprehension and potential are pretty good.

As the school prayer says - 'so many hearts make a school' and I see that every day - in the staff, the parents and the other children. There is still such a long way to go but we are now well underway and there are many tings that are working well - for that I am very releived and glad.

The members journal with the fantastic cover focuses on education - I have asked for an extra copy so that I can give it to the school for the staff to see and read.

Lovely things

2010-03-07T13:17:00.000-08:00

Good things are continuing to happen for Hannah at school. She had to leave early on Fri as she has an ear infection and I had to take her to the drs for some antibiotics but she is coping very well. One night last week she was so tired when we got home that at one point I found her sitting on the floor in "Grandpa's room' staring vacantly at the bookshelves there. At least i know it wasn't another fit as she responded to me straight away and wasn't floppy or tired afterwards (well more than before anyways!!). It was the same day that her music teacher told me it was the first class where Hannah ahd stayed sitting with the rest of the class for the whole time - clearly she is taking in more of what is happening around her and so it is no wonder that she is stillg etting very tired. I gave her a nice warm bowl of soup for comfort but she still refused to go to sleep until 'normmal' bedtime - when she crashed.
Yesterday I went looking for her in the house and found ehr back in her grandfather's room (where I keep a lot of the educational games and activities we use) 'teaching' her doll Sally. She was testing her literacy skills - so cute. I printed off a copy to give to her teacher today - clearly she is inspiring Hannah.

Great - fears

2010-03-02T03:18:00.000-08:00

Things are going so much better than they might have. I am more conscious - everyday - of the risk we took in enrolling the twins in a local, mainstream school. My hubbie refused to entertain the idea of homeschooling - and i knew in my heart it wasn't right for Kit - but for Hannah? Anyways - now I know that there is no way I could have given her what our local school has given her in the past 5 weeks. I'm not saying the teachers have a lot of confidence or that they know a lot about special education - but they are incredibly capable, dedicated to their students - hardworking and diligent, and they do know a lot about kindy kids. They have looked at Hannah as an individual, placed her in the context of all the other kids they have guided on this journey - that is something I cna't do - I only have Kit as my barometer - and he is a peculiar and gorgeous boy - but not necessarily 'regular' either (I wonder how many kids truly are 'garden variety' - maybe that's something we become over time?).

The teacher has been using the visuals - willing to put any self consciousness behind - in order to best help her student. She has gone out and shown intiative (and her own money according to the principal) in buying a 'mat' for Hannah -a strategy to get her to sit in a useful place during whole group activities. She has rung up Hannah's EI looking for advice and suggestions of direct teaching strategies that work with Hannah - and then she has tried to incorporate them into her classroom. I'm not saying she is a saint - but I do think it is clear - she is a professional. I am so impressed with her heart. I hope her lack of confidence doesn't mean she gets disheartened too soon - she is achieving amazing things - but Hannah is a typical special needs student - some things (many things really) are not going to bring immediate rewards. But she is getting 'it' She really is.

Hannah now is highly motivated to talk with her peers - her teachers have read Victoria's Day a couple of times and given the kids an opportunity to ask questions about DS (focusing on difference). Their parents have had a letter in Hannah's 'voice' and have had the cahnce to talk about inclusion with them. Little girls come up to her and say hello and talk with her - she so wants to extend their advances into friendship... I am trying to think about (and get up the courage) to approach one Mum to organise a play date - I've thought about what i'd say and how - and maybe giving them a chance to suggest another little girl that their daughter also likes - but i think in Hannah's own environment is important - otherwise Hannah in her nerrvousness tries to play like a boy - I saw her put her fists up like a superhero or Astroboy or her brother do today - that isn't what little girls want - maybe if they come over and get to play with her fantastic dolls house ...

She is learning - her reader is such a good choice for her - very well chosen and I am doing my my best to support their efforts by making and laminating flashcards - getting Han to go over things - showing her it is important ... school, like swimming isn't just about socialisaiton...Last Friday when I picked her up from her Nan and Pops she went through acomplete dance routine that she had learnt at school - how cool is that??

Kit says this morning 'every day is a good day Mummy' - yes he is loving it. He hasn't found his groove yet with his peers - he likes to run with the boys and is still looking for a place there. I feel that he is so capable - I wish he wasn't so aware of and motivated by his peers but he just is. At preschool he quickly foud a few boys he liked and heroworshipped one of them. At long day care - at 15 months- he had a 'best friend' - a freindship that expanded to include another littl eboy a bit later - friendships that continue to day. I think it is hard for him cos he wants a 'deeper' friendship - yet a motor driven, testosterone fuelled one... Yesterday and today - he acted out and got into trouble - in fact - his first 'sad face' from the teacher for throwing soemthing in his frustration during a concrete maths exercise and today for continuing with behaviours even after he had been asked to stop.

This morning at assembly a Mum asked me how things were going - I told her i thought they were going really well -a nd how impressed I was with the way the other children reach out to Hannah. She was pleased to hear this. She told me how when she read the 'letter' from Hannah she had talked to her daughter - apparently she has a niece with an intellectual disability - and she had explained to her daughter how she should play with Hannah just like she does with ... SMILE - AH - that is what I came here for - for Hannah to grow up in a community - cuddled by love. It is also my gift to them - for I truly believe that hte world is richer for having to slow down, for having to value things worth valuing - just as I have learned over the past 5 years...

Kit signed up for soccer on the weekend. He was so overwhelmed he cried and wouldn't say hello to the other boys in his team. Yet anohter new experience. Then to cap it all off a girl he knows from preschool - one who he doesn't lke and whom he thinks of as too rough and as 'hurting people' - she's on his team. We'll see how he goes...I hope he likes it - I think he will - time will tell.

At swimming Hannah is in a 'capped class' cos she isn't in the special nees program - waiting lists!!! but I wonder if the other 2 parents know how lucky their 'typical' kids are ... because of Hannah?

I spoke with the principal today. We are going to try and have a meeting later this term. She is absolutley fantastic. When we were looking to enrol - I wasn't sure I was reading ehr right... it was a little unlear (in part due to our paranoia). She knows exactlyw hatis happening in her kindy. She also knows just what her teachers are dealing with - now that is a good leader. I think she knows just how much hope we are placing on her - and she is progressive enough to appreciate that this huge ask - is possible - but it is a big ask. Inclusion - what should it look like in 2010? What does it look like?? This we are all grappling with - together. Cos it is worth grappling with.

Last weekend we went out with friends. The way Hannah wanted to participate in games and approach the other kids is such a testimony to her school - I wished that we were there - as there - the opportunity would not have been lost - lots of ground could have been covered. Maybe at the school dance?

Party invitation

2010-02-18T19:04:00.000-08:00

This morning a little girl came up to Hannah and said "You're getting an invitation to my party Hannah". So there it is - her first regular party invite that is all her own.

Her teacher rang our old EI special Ed Teacher too this week - to touch base and check on a few things - I was pleased to hear it - Hannah is the first child with DS that they have taken on and they are certainly doing their very best to give her a good chance at success.

The kids all line up for assembly in the playground in the morning. A prayer is said, some notices given out and then they walk into class. Hannah was squatting at her bag instead of standing up with the others so today I left her school bag on ehr bag - it is so big I figured it would stop her squatting - cos she'd end up like a turtle on her back and not be able to get up again!!lol. Anyways I was right - but it was obviously annoying her cos she started to bend over at the waist for some of the assembly instead. Not sure which is the best 'look' for her really!

Communication Book

2010-02-16T19:12:00.000-08:00

I have heard various people talk about how useful these are - and our EI sped teacher suggested one for preschool last year - but it never happened - the twins went to preschool 2 days a week and it didn't seem to be something that I could really push for.

Now they are at school 5 days a week and learning ina more structured way - it definitely becomes a priority. We discussed it at our planning meeting last year and then this year after a week or so - I simply made a comment of 'that's the sort of thing that could go in the communication book when it starts' and this week - (when all the kids school books came home to be covered) the Day Book began. The first entry started off well with reading and listening activities and ended badly with scratching an older student(!!!) this is new territory for us and I was very upset about it. Her first entry - tehre it is in b/w. I know it was overeacting but I did feel very upset at Hannah. I am absolutely NOT saying there is any logic in my feelings - but I have to admit there is a part of me that feels that because Hannah 'stands out' as different then she can also be helpd under closer scrutiny than others - and you know - only recently there was a letter to the local parent/child free newspaper about how integration doesn't work - and how the letter writer's kids suffer because of the 'special needs kids' in the room - their neediness and their behaviour (the letter writer was an absolute tosser with lots of sweeping generalisations and flaws in their arguments - but that's another post)- and here was my hannah fulfilling those myths.

She got a good talking to and the next day - lots of statements reiterating the need to listen and follow instructions and keeping hands to self - no scratching!!! I also clipped her fingernails as a bit of insurance. She had a great day. I must confess I felt anxious all day and got tot he school to collect her early due to feeling uptight about how her day might have gone. Having said that I love the book - that is the sort of stuff I amy not want to hear - but definitely need to - and the teacher has reported more positive experiences than that one negative.

I became convinced at the value of the day book after reading the one Dan Drinker's parents had - not only was it good reading - i could so cleearly see the partnership between home and school - something that I hope will prove to be a secret of success - should we succeed!!

Progress

2010-02-10T13:06:00.000-08:00

I picked Hannah up at lunch time again yesterday. I had a brief chat with her teachers - one asked me if I had any particular thoughts on whether to keep the twins together or seperate them - I don't really as I think they would manage although obviously they'd prefer to be together - I just said that I was happy to leave it up to them and their judgement based on the group dynamics - she did comment on how proud Kit was of Hannah which is nice.

That teacher is great - last year preschool had a problem arise where Hannah would refuse to come inside after recess - so her EI spec ed teacher put some visuals on a keychain - the aim being for social type visuals like can I play, I need the toilet or a drink etc. I don't think they were ever used that much at preschool because she was able to understand most instructions given. The kindy teacher has been really using them which is fantastic - in a busy classroom where there is lots of activity and noise it is really useful to develop skills in using the visuals - it will also, hopefully, exand to include the pecs folder I gave them - so that they can more accurately assess Hannah's learning and understanding. Anyhow the teacher was telling me how useful she finds it - and so I asked if there were any visuals not there that she would like - she was quick to say 'sit on floor' - she had looked and it wasn't in the ones I'd given them - so last night I hit Google and printed off the visual for sit on floor and hold hands.

This was a timely discussion as I had my first planning meeting with the school aged support service we are going to use. Mostly our family priorities are around accessing support and resources to assist Hannah settle into kindy and participate there independently. One of the things we'd talked about was how I was pleased to see that they were using her keychain visuals - and we then discussed asking them if there were other visuals that they felt they needed - so how good was that that that very afternoon - the teacher is ready with a request? I also took the opportunity to mention that when we start up a communication book - that is the sort of thing they could just include in a note - and if I can get it - I will!

Going back to my chat with the kindy teacher - they had played a game in the morning - the kids had to go stand on particular sounds/letters - they use the Ants in the Apple which is what Hannahs EI had used too - and I better quote cos it may not happen again: "Hannah was better than some of the others. She did very well" [happy dance!!] - the letters were a m i f t and s - they will move on to blends soon and that may prove more of a challenge for Hannah - but I was pleased because the teachers are clearly looking at what the cildren can do and I like them to see that Hannah has some strengths in this area.

Then after chatting to a little bevvy of kids (they are so cute the way they flock to an adult who looks like chatting to them - like seagulls around a hot chip!!) I said to Hannah - "It's time to go - you better say good bye to your friends" and off she went - she walked up to a few kids and waved and said 'bye' - they looked a bit confused and weren't overly responsive - I guess they were wondering why she was heading out partway through lunch. She is there all day today - let's see how she goes...

Oh and at the pickup in the afternoon - I saw and was chatting to one of the volunteers from Hannah's swimming club - it is a club for children with disabilities that Hannah just LOVES. This lady is lovely (naturally - I have a HUGE amount of respect for these vollies who give up their saturday afternoons). She also has a dance studio just around the corner from us - so I told her when she feels ready for a group around hannah's age - we'll be there - with bells on.

honeymoon

2010-02-08T18:50:00.000-08:00

I know things are bound to arise - but I am so happy that we are off to a positive start to the school year. I thinkt the teachers I have encountered at the twins school are great. My hat is off to them. I did the parent training for their reading program (for the older years) today - and that looks like it will be fun - it is a good programme and the woman in charge has a lovely manner. They rang me to come and collect Hanah - she is technically still recuperating from her surgery but I didn't want her to totally 'lose' the feeling of being at school - and as she seems fine at home - I sent her in and just asked that they call me if they think she has had enough. So I went and got her at lunch. The teachers have read Voctoria's Day with the class and got Kit to help talk about DS with the other children - they said it went really well and meant that Han got a good greeting this morning when the kids saw her back at school. Kit is loving it. They have just put the kids into their literacy numeracy groups (levelled). Kit's favourite part of the week includes library time - and I think hannah will love that too - so I will send her for another half day tomorrow. I have also had a few Mums say they liked the letter that went home 'from Hannah'. So I feel that was a good strategy as it puts it out there - people can say something to me if they like - and then we move on - no big deal - so that is great - just what I was hoping - and I am pleased that they actually read it - as I know how many forms come home in the school bag - can be daunting some days!! It also means that these parents will be able to talk about it clearly and in an 'up to date' way with their kids should the need arise - and maybe I won't have too many people refer to her as 'a Downs' or tell me that she is 'mild downs' lol!!
I'd best get her asleep in fornt of the tele while I get back to trying to get the floors mopped ...

Parent information session

2010-02-08T03:28:00.000-08:00

Dh and I went to the school for a parent info session. It was good - informative and very psoitive - although we were gently told some 'rules' by the kindy teachers and given homework. We were also told not to carry our kids bags - but they look so tired at the end of the day!! It was affirming to hear the principal speak about the school's philosophy and approach to early education - so much of it was what I am familiar with and what I would (and have) chosen for the twins.
Tomorrow is my trianing session...

Done!

2010-02-06T13:05:00.001-08:00

One afternoon Hannah decided to experiment with Kit's school shoes and socks.
Hannah had her T & A done - she did great. Yesterday was probably her best day since it was done - I cut back her painrelief as she was doing so well and it seemed to be ok. The twins had their first music lesson - I took Han and DH took Kit - because Kit is on book2 this year whereas han is repeating Book 1 - I can see why having had a look at Book 2 - it gets hard pretty quick. Hannah finds the fine motor and especially by the end of the course when there is playing with 2 hands very tricky so it should be good to give her another go at it. She did very well yesterday - but I'd expect that as it was really simple stuff that she mastered last year. I was pleased to see how much she remembered as we haven't looked at any of it for 2 months.

I took Hannah (or her father did) to pick up Kit from school each afternoon last week - it was fantastic to see a little girl (one I'd picked out on the first day as being gorgeous) come up to Hannah 'her friend' (!!!!) to say hello - unfortunately Hannah was often sore and sorry and just wanting to see Kit by then - but still I certainly didn't expect 'success' this early on - this little girl is clearly one of those 'mama bear' types just like I have been hoping for. Kit too has started asking when Hannah will be going back to school - he has been so strong and brave - cos I know he is still struggling to find his place with the other kids although he loves the classroom stuff.

I think I'll try her early next week when I am at the school in the morning training for the parent volunteers reading program. I have spoken to the staff about Hannah - I only cried once - felt like such a goose - otherwise I think it was ok. I have had a few teachers come up to me and say thanks - my main concern was that I'd come across as a crazy overprotective and demanding mother - when that wasn't my intention - I just think some information and background might help them. I did stress that I don't know about primary school, I aknowledged that many of them would already have some experiences of disability and perhaps DS specifically and finished with saying that one of the best resources was them - their professionalism and experience - I used aquote from the NSW DSA calendar - "When a child with down syndrome is born the most important thing that has happened is that a child has been born" and converted it to a 'new student starts kindergarten" type thing.

It sounds to me that the kindy teachers are going great with her - when talking with one she did comment that it was good for them to hear me talk about being firm with Hannah - and she gave an example where they'd done it - sounded great to me!! Another teacher told me of her interactions with a friend's sibling who has DS - she had regular contact growing up. Another commented on how she liked hearing about Hannah's EI. I gave the talk the afternoon after Hannah's surgery and that night in the shared hospital room (sigh) I barely slept a wink - earlier on in the afternoon a nurse had asked me if Hannah usually had a slow heartbeat (at 64) so when it was 50 !!! as she slept - plus I kept going over what I'd said at the staff meeting - trying to think what might have not worked and what I missed out and just how crazy I sounded... then I'd peer up to check Hannah and her heart monitor - needless to say I was exhausted when we finally got home the next day!

Yesterday she had her first music lesson of the year - she is repeating Book 1 - and she did great. That night we went to dinner at our friends house - they have just finished a fantastic reno - but I digress - we don't see these guys that often any more - they have 3 kids - one is a little older than the twins and started kindy this year too (in fact one of Hannah's friends from EI has started kindy at the same school). Anyways - it was great to see Hannah find the play room on the third floor and then she and their little girl - stayed up there playing so comfortably together for ages. Hannah wouldn't have done that 6 months ago - lovely progress.

Two days done

2010-01-29T22:35:00.000-08:00

Day one - Fantastic!!

The kids had staggered starts - all the kindys in the large undivided room - both teachers were there as well as the Principal, the sports teacher, the English as Second language teacher, and both teachers aides. It was so well organised but still flexible enough to cater to however the kids reacted - because that must be one of the tricky things about kindy - who knows how they are going to react on this first day?

The kids bags went on the shelf - a photo of each child told them where their bag went - and then they went into the room and had to find their name on the buckets so they could put their morning tea in ready. I noticed hannah's PECS book was nice and accessible on the shelf above so I made a point of showing it to her. She quickly chose playdoh and went and was happily playing there still when we left. Kit wanted to explore a bit more bt he also wanted to stay close to a little boy he already knows from LDC - that boy was crying so Kit stayed with hima dna teacher at the computers for a while.

In the afternoon we picked them up and they were both happy exhausted vegemites. They ahd had a good day.

The next day The teachers came and got them from a 'drop off' area. They went in quite happily. At about 12 I got a call to say Hannah had had an 'accident' - my heart was in my mouth until the girl finally said that it was ok she was in sick bay - it had been a toilet accident and the teachers hadn't been able to find any spare underwear in her bag. I had packed some (thinking they'd probably have a spare uniform for these occassions) and I'd told the twins were they were - I packed some for Kit too of course. ANyway the office lady told me that she had also wet her uniform. I offered to come up to the school with both - although I also did tell her where I had put the spare undies. As I was driving up there she rang back to say it was all ok - they ahd found the underwear and the principal had founda spare uniform for her. I suggested that they take her to the toilet - and tell ehr to just check that there wasn't any wee left - cos I know that even if she looks like she has had an accident - she is still actually 'holding some in' cos she doesn't want to wee everywhere - she is toilet trained really. Anyway - that really made me cry. I wished they hadn't rung back with it all sorted because I wanted to be there to cuddle her and tell ehr it was ok. To reiterate with ehr where the toilet was and show her the pecs book with the tiolet pic and remind her to bring it to the teacher before going to the toilet - but it was done (I hope!!). I role played it with ehr this morning - she is so cute - her response to 'What do you do if you need to do a wee at school?" was to put her hand up!! - lovely except then I remembered that with all those kids and her being so quite that they probably wouldn't even see her - so we added in the step where she goes up to the teacher and shows them a pic of a toilet - and then takes herself across to the toilet. She thought it was fun to roleplay with me being the teacher - so I will keep that strategy in mind.

The principal is going to send home a letter from Hannah (that I wrote based on others I'd seen) letting them know a little bit about her and giving them direction as to how to talk about it with their kids if need be. Hoepfully there will be some parent with a lovely caring daughter who chooses to encourage a friendship of sorts with Hannah. Hannah has her T & A on Tuesday which is not great timing - hopefully in the morning cos I have told the principal that I will still be able to talk with the staff in the afternoon. I thought I'd just talk briefly about Hannah - aminly focussing on specific areas - like Gross Motor, Fine Motor, Language and Communication and Intellectual Disability - I am going to use photoes and give them a chance to ask questions too.

Today I finally got the kids haircuts done and Hannah has gone off to rainbow club with ehr father - she loves it there - and it is the only thing at the moment that is for 'special needs' where she isn't under pressure to conform to 'regular' expectations - so I hope she is having a blast.

7 days to go

2010-01-21T12:26:00.001-08:00

Well the therapies have ended and so has the swimming intensive. I had been going to take the twins out for the day but I think they need a day at home to relax. SO now - the pecs book is made but the uniforms aren't labeled yet. The presentation for staff is basically done although it will need a last minute edit. For this week I want the kids to enjoy being at home and to look forward to school. I have Adelaide's list of good books about strting school - I will try and find them - if not I do have a couple here too that I can use. Oh and haircuts are needed - if those blasted lice have gone.

10 Days to go

2010-01-18T01:22:00.000-08:00

Preparing for kindy -
On the weekend we took the twins to the Powerhouse Museum. they loved it. Hannah got a bit wild and tired running riot but she also loved the 80s music - good girl that she is! Now it is time to encourage focus on tehrapeutic play and school enhancing routines. I have had mixed success with breakfasts - Hannah just doens't like to eat too early in the morning but I also know she doesn't eat much at school (well she didn't at preschool) so I still have a few strategies to try to get her used to the idea that breakfast is important. Tv in the morning still needs refining - but that is more my slackness - Kit insists on getting up at 6am and it is just too easy for us to leave him in front of the tele while we catch a bit more sleep - which makes it hard to turn the tele off a little later - jsut as Hannah gets up.

Hannah had a good OT session today then we visited a friend of mine and her 2 kiddos. We all went to the park and that was a lot of fun. There were a couple of awkward boys (about 12yo) I guess - poor darlings - it really is a most unattractive stage - yet they nice boys and Kit and the other 2 kids with us had soon engaged them in a game of chasings. Later on 3 girls arrived - 2 13 yo? and another about 8 I guess. Hannah thought that was cool and approached them for a cuddle and was pretty quick in trying to boss them around. Until then she had stayed apart playing on the swing so it was nice to see her join in with others. They all sat together on the small slide - which would have made a great photo!

DH is out at a work do so it feels good to be able to put some happy tired kids to sleep and then to sit up with a little time for me. Tomorrow Hannah has a 30 mins swimming lesson with a special needs instructor then we are meeting a friend who has 2 kiddos - (one about the twins age with DS) for a play at an indoor centre - all good gross motor!

The OT today commented on how much stronger her upper body strength was - must have been all the digging in the sand on holidays - oh and pushing the grown ups out of the way! She has another OT session on Wed and speech on Thursday. I have left Friday free and not much is happening at the start of next week - cos then it is school.

I still have to label their uniforms, make a pecs book for Hannah to use at home - as part of her prep to use it at school.

I am pleased with how she has grown over the holidays. She is getting more confident and is more keen to engage in play with other kids although she still needs a lot of encouragement with that.

She has also been doing lots of help with cooking - on Sunday she and Kit helped me make hotcakes for breakfast and then their father make pizza for dinner. Cooking has lots of skills that they really enjoy - measuring, stirring, talking about what we are doing. We also played a game of snakes and ladders - to try and get Han so familiar witht he dice that she recognises the 'look' of 3, 4, 5 etc without actually counting them (which she can do quite well) and that was fun. I won! It's tough love here in the Dock, if they want to win that way they have to play Grandpa.

They also played for ages iwth playdoh on the weekend and set up an elaborate picnic/birthday party. They have been using the wonderful dollshouse that Pop made Hannah as the setting for playing too - they have a campervan each and set off from the house for a picnic - it is too cute really.

Kit has had a hideous dose of lice so I did Hannah and myself as well yesterday - now I thought that that was something I wouldn't have to worry about until they were actually at school - not as part of the 'getting ready' activity programme!!

Routine

2010-01-14T13:17:00.001-08:00

Well we had a chaotic and very busy Christmas here. Hannah had a seizure a week or so beforehand which really scared me however the EEG was 'normal' and so slowly we are getting on with things. I still listen carefully when she is in the bath and while we were away I supervised all water related activities even more carefully than usual - she has 3 days of swimming lessons (30 minutes) coming up - and I will make sure I mention it to the coordinator.

After a hectic Christmas where all 'therapy' was incidental rather than timetabled we went away for a week with another family. Hannah ADORES their 2 children (13 and 11) and also played happily (and assertively!!) with one of their girlfriends who came down for a visit. DH took the twins for the rest of their school shoe requirements just before we went away. I took some therapy work away with us - with the new school term fast approaching I felt I needed to start the old 'routines' again. Hannah was compliant and enjoyed the few sessions we had - mostly focussing on speech (drills for dyspraxia as well as some phonics work) and a little bit of writing, getting her to say her name and address etc. Her drawings were really improving too - she did a great one of Ben 10 and the omnitrix where without prompting she gave him arms and legs as well as a pretty reasonable face.

Yesterday was our first day back home with their father back at work. We did grocery shopping ten han had her first ST session for the new year. She was a little scatty but not too bad considering she has ha d abit of a break. Today I think I'll try and focus on some OT stuff - I have some theraputty for her to use and she hasn't done cutting and pasting for a while so I might get onto some of that too - it is overcast today so not a great day for outside craft which I know they'd both like.

I have started to plan what I might say tot he teachers about han - it has only given me one sleepless night so far which I think is pretty good considering!! I have also enrolled in Uni - a bit disabppointed to realise that by applying for a postgrad certificate instead of masters that the pain of all that work and assessments is going to cost me more!! (UGH)I had thought it might be useful to get a piece of paper at the end of this year (for employment purposes - in case I look to find work in spec ed field) and as the courses are the same as for the masters I never considered tat the costs might differ - oh well - you live and learn I guess.

Key goals for the next 2 weeks:
try for 30 minutes sitdown work a day -
including theraputty; cutting; pasting; hand strength like tug o war etc
speech drills (Nuffield skills); Ants in the Apple - recognition of letters and sounds; regocnition of written number symbols 1- 10; Expressive language - name, address and school; writing of her name (tracing over master sheet given out by the school at kindy orientation).
As usual reading of books is a daily event not specifically included in this 30 minutes.
Greater time allowed for dressing self and putting on her own shoes etc.

I am sure there is more but these are my current priorities.

Her T & A is scheduled for the first full week of term - not best timing I know - I will try and find out how ling she may need to be off school for that too. At least she will have 3 days prior to 'settle in'. She is very excited about school and looking forward to it.

Friends

2010-01-03T03:02:00.000-08:00

One of my concerns for Hannah is developing friendships with her peers. She tends to prefer older kids. SHe lacks confidence with ehr peers. For example if she is on a ride or swing and antoher child joins her - she'll get off. At the moment we have a friend staying here with her 3 year old daughter. Her DH and other 2 girls are staying close by (yes the joys of trying to accommodate all your family on holidays!!) tonight we had the whole family over for dinner. Hannah was watching Astroboy on the portable dvd in her room - we had to bribe her out for dinner. She wanted to leave the table as early as she could - I told er she could leave the table to show the girls her dolls house (fantastic Christmas gift from her Pop) but not to watch more tv. I wasn't sure if she would - but thought it was worth a try. Well it definitely was. She showed the girls and before long she was in one of the bedrooms with them gigling and mucking about. They had some playdoh, played hide and seek, she got her Dora doll out for them, she clearly showed thee two eldest girls (4.5 and 6) that she wanted to dance. They had a go on the trampoline - now here she finds it really hard - she LOVES the trampoline but hasn't the balance to cope with other kids jumping - well my wordy - she really gave it her best shot and God bless them - they did too although of course their natural exuberance won out in the end - it was enough for me to see Hannah really try and stand up to be part of the group on the trampoline - even though I knew she'd be scared at their robustness. I suggested they all hold hands and that worked really well for a little while.

In the end Hannah was crying when the 2 older girls had to leave to go home. She freely gave them each a hug. A great play date for her. I will really ahve to try early on in the kindy year to sus out likely girls and see if I can't arrange for a playdate at home - somewhere where I Hannah is comfortable - in order to facilitate some peer friendships for her. I hope that there are a couple of little girls like today's visitors - they were lovely girls and fantastic for Hannah.

Help

2009-12-27T01:05:00.000-08:00

I have been wondering on and off what to include in my talk with the teachers at Hannah's school - the principal (and I agree - in theory!!! yelp!!) thinks I should be present as well as someone from our EI provider - to talk to the whole staff about DS and Hannah in particular - so my contribution is to 'make it personal'. I was thinking powerpoint - hoping their staff meetings are in a place where this is possible. But I also want it to be informal. I want the staff to feel comfortable to coment and ask questions. I know some of them will no doubt already have experience with down syndrome.

Anyhow - I was thinking of starting with a lovely comment Sue left here (but I haven't found yet!!) about how I'd find a teacher who loved Hannah as much as I did - then maybe what sort of questions they might have that I hoped to answer in my presentation. The last bit I think could be about our expectations and dreams - for an inclusive education and for Hannah in particular. Maybe mentioning our 'inspiration' - people like Sarah who have graduated (Class of 2008) and a local girl who got her HSC this year. In the resources I thought I'd mention a few - like DSA NSW, our EI providers who support us as a family and in doing so the school, the CEO who support the teachers and school and in doing so us as a family, internet resources (yes Amanda I'm putting it out there a little!!) like Downsed and Teacher's Space and Learning to be Buddies etc and of course - them - or 'you' as professionals and the ones with experience. Is that too twee? I hope not cos what i'd like to leave them with is the quote "When a child is born with DS, the most important thing that has happened is that a child has been born." - Hence they are our greatest resource because although Hannah has 'special needs' she is first and foremost a child just like all the many and varied others they deal with on a daily basis.

Any alternative ideas or suggestions of how I could approach it - please!! I'll no doubt be pondering it all January - lucky I'm a teacher myself so I can view it a bit like my own lesson prep - imagining I am in class as usual - talking with my students and developing a conversation - which is how i usually operate. If I stuff one up there though - there is always a second chance - this one is so important to me.

Shoes

2009-12-18T03:14:00.000-08:00

Story about School

2009-12-12T14:44:00.000-08:00

I had a great time taking pics of the school to organise a booklet for the twins - put it as a powerpoint for the minute - they love it and are both fascinated by what they might do at school. Sucha simple thing but I thinka lot of kids would benefit - Kit was really enthralled and I am sure it will reduce his anxiety about the unknown. For Hannah it will help her find her way around and meet some of the expectations being in kindergarten means.

Now if anyone knows any good general books about going to school? I bought Hannah a Dora one for Christmas and the brats have one about a dinosaur and how to behave at school. If you know of any relaly good ones let me know as mid Jan I will probably be looking for some.

Ordered school shoes for Hannah yesterday - sizing for her (especially with her new orthotics) is atricky. I was actually after a little shoe she could wear with dresses for the Christmas/New Year party circuit - but givent hat non fitted ehr well I decided I might as well make do with some Mary Jane style school shoes - 2 birds, one stone!

Preschool and Kindy

2009-12-10T13:27:00.001-08:00

Today was the preschool concert for the twins - they had a ball and all the children put on ag reat performance. It was wonderful (and not surprising) to see Hannah participate so well - following ehr peers, doing all the actions, 'singing' in her way. She had a lot of fun. Afterwards I was thinking the teacher's aid for all her good work this year with han - and she commented on how in just the past few weeks Hannah's confidence has really grown adn she is able to get up infront of others etc. She also commented that Han would have partnered with any of the kids (in the song requiring one) except that Kit decided to play 'big brother' today. I had wondered whether they had specifically put them together - it didn't bother me - not if it helped her stay on track - but it was nice to hear that that wasn't necessary.

This morning I plan to drop in some of the books discussed with the shcool at Hannah's planning meeting as well as her homemade pecs folder. I want to take some photoes of te environment so that I can prepare a social story for the twins for next year. I have also got a Christmas card - I do aprreciate the time and effort the school principal and teachers have already put into our family.

Same post different picture...

2009-12-08T19:03:00.001-08:00

I posted this on Shamptons too - but thought it belonged here as well - perhaps it helps explain our commitment to the crazy journey of inclusive education that we are about to embark upon. Hannah still loves this song - the pirate song: "We'll go this way, and that way, forwards and backwards, across the rolling sea. A bowl of jelly to fill my belly and that's the life for me. Hoy!" - maybe I can blame EI for our spirit of adventure too?
As this year ends I would like to write a special thank you to Hannah's EI team. It is the end of our family’s involvement in EI. We have learned so much and will forever feel grateful for the role they played in our family life.

In Oct 2004 I gave birth to twins. Within a couple of days we knew that the little girl, Hannah had Down Syndrome. We left the hospital after a couple of weeks in the special care nursery and had our first meeting with the then area coordinator and the physiotherapist. They came to our house and explained to us just what early intervention was all about. We knew that Hannah would be having heart surgery to repair an AVSD before Christmas. They were wonderful. They made a point of mentioning that there were other EI providers around and for us to let them know later whether we wanted to go with their service model - family focussed and transdisciplinary.

We rang the other main provider but in the end we had met this team and liked what we saw and heard so I rang to confirm our membership of the cooperative. The PT visited us with some tips on how to best carry Hannah and get her lifting up her head things like giving her tummy time to build up her muscles and Heather asked about feeding issues. We were on the road to early intervention.

The surgery happened as planned and after some worries we brought both babies home from Westmead children’s hospital. It was the long school break and in early Jan I got a call from the PT to see how we were doing and if there was anything she could help with. It was wonderful to know just how caring this EI team were. We arranged a time for her to see Hannah when the new term began.

For that first year Hannah had home visits where we’d look forward to seeing what on earth the PT would bring out of her little car into our house. We lived in a small workers cottage and she would arrive with a variety of toys and other things (like an old tyre). She was fantastic at looking around our house for things that could be used and obsessed with beads and sensory play.

As Hannah was bigger now we also started to go to ‘group’ in the EI classroom. Being family centred I took the twins and my MIL with me – it was so much fun!! There the PT ran a ‘group’ with the speech and occupational therapists. We sang ‘Guess who’s hiding down in the box...’ as each child got to’ lift the lid’ on frog in a box so many times but I still love it!! We read Dear Zoo again so many times I was hearing it in my sleep. We signed and smiled and encouraged and watched the kids grow and blossom. Hannah was in group with two other kids with special needs. They were an awesome trio – well matched and complementary to each other – and we parents all got along well too. It really was fun.

The organisation also ran a short course called ‘After the diagnosis’ with a social worker – I went and along with other parents we discussed our experiences and particular concerns related to having a child with special needs. The following year they ran a Hanen course which I attended and that too was very worthwhile in building up ideas for facilitating longer and significant communications with Hannah.

We went to some lovely Christmas parties, attended fundraisers and the twins were able to enjoy Music Therapy a couple of times – which Hannah really LOVED. Her first music therapy was very young – in a session with just her and Kit and then a year or so later she was able to participate in a group session based on the Sing and Grow programme.

Informally at group we saw first hand loads of strategies being employed that we too would then go on and copy. If parenting a child with special needs means a post grad in parenting – then our first classes happened here. After group time the kids all work at different ‘stations’ playing games, completing puzzles, learning basic literacy and numeracy, doing craft and other activities – all under the supervision of a speech therapist, occupational therapist, special education teacher, and physical therapist – or a combination of these specialists as well as with their parents – watching, learning and helping.

When it was time to return to work part time I applied to a community childcare centre. Once again the EI team were very helpful and supportive. The PT visited the babies room a couple of times to help give staff some ideas on how to best help support Hannah’s development. When she moved up a room her current teachers also visited to offer some help so that Hannah’s development could be maximised in this inclusive environment.
In our third year of EI Hannah continued in group with the same kids but a change in therapists. She now didn’t see the PT as much and instead was seen by the spec ed teacher and a new speech therapist. Both these women were fantastic and very good at including Kit and using him as a ‘typical’ role model for the other kids – which was important for our family as I wanted him to stay involved as much as possible.

Hannah also began to receive some one on one sessions with alternatively a speech therapist and a special education teacher. These were tricky to build into our day – I had to drive in a different direction from home to drop Kit in at LDC before doubling back past our home to take Hannah to her EI session. Once it was over I had to go back to LDC to drop her off and then hare back, past the EI centre to get to work on time. Arriving just in the nick of time for my first class – I often went straight to the classroom – no time to even call in at the staffroom and check the emails first. It was worth it though. I really appreciated the time given by those staff.

When the twins were 4 we felt it was time to enrol them in a mainstream preschool program in order to prepare them for kindy in 2010. Once again an EI teacher attended the planning meeting and then throughout the year a team member also visited the preschool – this was very important as the teacher did not receive any particular support to help her work with Hannah and assist her development appropriate to her special needs. The EI teacher was able to offer her professional advice – teacher to teacher which I know was appreciated.

In our final year at EI Kit and I waved goodbye to Hannah as she began group on a different day with a different group of kids and different staff. She now had 3 therapists there: a spec ed teacher, OT and ST – all quite new to her plus up to 6 other kids also pretty new to her. She loved it. When Kit and I picked her up she was always happy and tried to tell us what she’d been up to. She particularly liked one of the books they read – Mouse Mess.

This year was our most stressful as a family since the heart surgery at the very start. We had psychometric assessments to do and a school to find for the kids for next year. It wasn’t easy – the EI team were there to listen to our experiences and offer support and advice. They held an information evening too that was helpful. The special ed teacher came with us to school meetings – an invaluable support which we will always appreciate.

At the same time it was obvious that Hannah required some individual therapy sessions. Our family arranged some private ST sessions as these were our priority and once again EI managed tight resources and time constraints to provide fortnightly therapy sessions with an OT and Spec ed teacher. All of which helped to consolidate Hannah’s learning and also provided me with some modelled ideas on how to further work with Hannah.

So now we are approaching our last weeks with this EI team. It is no wonder that I feel both sad and happy. It is wonderful to see just how far Hannah (and her family) have come from those very early days. She LOVES the idea of school and learning thanks largely to her positive experiences at EI. It is also a bit scary to be ‘going it alone’ as we have felt that in learning to advocate for our daughter – the EI team has been there to support and guide us.

We wish everyone in the EI team all the very best for the future and wish to let them know that we really benefitted as a family from your work and efforts in ways that will be felt and seen in our home and hopefully in the twin’s school journey for years to come. Thank you very much – God bless. In fact I have rejoined the cooperative in order to access School Aged Services – the next step on our family’s journey has begun.

2009-12-01T18:25:00.000-08:00

Today's meeting went well. It took about 2 hours. I then had to do a mad dasht o get Hannah over the odther side of twon to the opthamologist - a feat we achieved (just) so I think maybe God was really on my side today. Must remember that in my prayers!

So - the meeting - present were Han's EI special Ed teacher, myself, the principal, the school's spec ed teacher and the 2 kindy teachers. The regional person who I have spoken with before and liked was not able to make it.

The EI and I outlined what Han is up to - her strengths as well as some of her weaker areas. The teachers asked questions. We set 5 goals for Hannah - things like - she will be able to write 'Han', recognise the symbols for 1-5, use visual supports in class setting, approach peers and play alongside them. I think there was 1 more -- ??? The principal took notes.

I had given the teachers a 'profile' of Hannah as well as a couple of other things (I hadn't wanted to appear too pushy- so just a couple of key things - including a 'letter' written in Han's voice that could be used to explain to her peers and their parents about her - plus a few 'myths' about DS - to answer some common questions that they may have). The Principal thinks it would be good to give a copy to the parents.

We discussed strategies for expaining to the other kids - I'll see what i can find and we might look at Victoria's Day Out. The spec ed teacher felt it was important to talk with all the staff about Han - the principal thought that perhaps myself and someone from EI could talk at a staff meeting next year.

We discussed expectations related to behaviour - eg attention span, sitting in group for extended periods of time - and discussed how to deal with difficulties that she may have with that - eg using an eggtimer to 'stretch' her but then allowing her to go and do a more favoured activity if she has been attending well for her 'limit'. I gave the school a copy of 'common makaton' signs for the classroom - as discussed with one of the kindy teachers at orientation.

How these things might impact on Kit was raised and also the issue of the playground - so the plan is to put out a few toys like dolls etc for the start of the year so she has something to 'do' also using the library was discussed which is a good option in the heat of Feb. I think. Agreement seemed to be that the computer (which she loves) could be used as a'reward' for Hannah. We spoke about what to do with her if she falls asleep (as I am sure she will do at some stage at the start) in the afternoon on the floor somewhere.

We also discussed resources - I have access to 2 good libraries - thorugh DSA NSW and the EI provider. I need to see if there is a way the teachers can use or find resources directly without having to rely on me. We ahve 'pencilled in' a meeting in Week 4 of Term 1 - with a view to organising 2 meetings a term to see how things are going.

My Actions:Make a 'pecs' folder and leave it at the school before end of term this year.
Find Victoria's Day and any others to leave for the teachers to have a look at (I have copies of these)by Term 1 2010
Make a booklet based on others about DS - that can be used as part of a lesson with the children. By Term 1 2010
Prepare what I might say to the staff at the school about Hannah - by term 1 2010.

Smile!! I was very impressed with everyone at the meeting - walked out totally agreeing with our EI teacher who said "I think you've made the right choice'. Yes I think so too. I know it won't be easy - but it is possible and it might be fun!

As the meeting ended - I gave them my copy of Win-Win Advice for the Inclusive Classroom to read - I had stuck in a photo of Hannah in her school uniform - it made them smile. I hope they find it helpful and inspiring too.

glasses

2009-11-27T03:33:00.000-08:00

Bugger - lost her glasses today. I didn't have my mobile with me. Her teachers were phoning to see if she had them on this morning - of course she did! Little bugger - her teachers and all the other kids looked - but no luck yet. Expecting the unexpected - isn't that what all kids do? She's been os good at keeping them on that none of us thought about it anymore - one pair of expensive and necessary glasses - last seen at morning tea - or about 11am. Hope they find them!

School Support

2009-11-26T03:56:00.000-08:00

I attended a meeting tonight with our EI provider - it is a private org although gov funded and non profit. They have a programme to help kids with sepcial needs in school settings - well to help their families and offer support in parents' negotiations with schools and advocacy roles. It sounds quite good - expensive although I know they are flexible on fees for those in need. I walked out of the meeting feeling empowered - I am already feeling that the school is open to positively supporting Hannah's education albeit they don't have a lot of funding/resources or even experience etc and this programme can help them in helping us achieve set goals for Hannah. Next year is still looking so rosy to me - I sometimes wonder when the bubble will burst. We all know it isn't going to be easy - but at the moment I have the sense that it is all hands on deck - we are on Hannah's team. It's a good team.

Planning the planning meeting

2009-11-23T10:55:00.000-08:00

I got a call from the principal today - to try and set up a planning meeting for Han next week. She is keen to include her EI spec ed teacher - let's hope that we can all be there for it. The main issues I think we need to have a plan for are:
- communication (I will try and laminate afew key signs posters for the room) and bring the pecs folder I have been developing. I also will need to establish email (or an alternative) communication with the school - and also for the ST who I am hoping will be able to come into the school once a week to work with Hannah (from about half way through term 1).
- social - Han has great play skills (I see them when she plays at home with Kit - and she is fine with older children but she tends to lack confidence with her peers. She will need some specific opportunities to interact with them and in particular to flow on class group activities to the playground. I think this needs to be a priority cos 'patterns' establish for all thekids pretty early in terms of who is their friend and who they play with at lunch and recess - I don't want Hannah to miss out.
- motor skills - Hannah may need adjusted scissors to be available. I also need to know any other skills in this are athat I can work on over the long Christmas break.
Hannah's gross motor aren't up to her peers but she does manage pretty well. We could help improve her ball skills but i'm not sure what else?
- literacy - Han loves 'reading' and can recognise her name as well as everyone elses in the family. She also recognises some other simple ones like I and can and like. We use the same phonics programme and Han can say and recognise quite a good number of them. From a speech point of view she can imitate or sound out the ones a typically developing 3 year old can.
- numeracy - Han LOVES counting. She needs to be reminded to slow down. We are refining her 1-10 - she knows it but needs massed practice to be able to use her knowledge quickly and 'automatically'.
- self help - Han is great on this. Fully toilet trained, self sufficient with food and follows routine well and is able to follow 2 step directions pretty well.

I'll have to give some thought as to what resources I have that may be helpful for her teachers - I don't want to just 'dump' stuff on them but if I have material that might help I want to share.

Not sure whether they want to cover my involvement in the class at this meeting or leave it to whent hey address it with all the other parents as they recruit volunteers from all the parents. I can't think of anything else that we'll need to cover - I'll try ad remeber to take notes so I can refer back to what we discuss and agreed upon.

I'm looking forward to a practical and caring, realistic approach - fingers crossed!

Done - what's next?

2009-11-18T01:02:00.000-08:00

I rang the 'other school' today to let them know that we wouldn't be sending the twins there next year. I felt a bit sad just cos they'd really been so welcoming but still I feel that the decision we've made is the right one for now. The princiapl was lovely of course.

I haven't heard from the school they are going to yet - I expect to have another meeting re Hannah's transition soon. I am glad that her ST is open to visiting the school and having Han withdrawn for ST each week for half an hour. I need to tee it up with the school. If I don't hear from them soon I guess I'll have to give them a call. Han's speech is really coming along well and has inthe past 3 months. Still I feel we can't give up - it is only improving due to the drill and practice that we have been giving her.

I am starting to wonder about uniforms - when is the optimal time to buy - especially school shoes? I don't want to go too early sos those little feet'll keep growing - but I also don't want to have both brats in a shopping nightmare at peak time. Will pick up Hannah's new orthotics and go talk to the local shoe shop...

2009-11-06T00:00:00.000-08:00

Kindy orientation at our preferred school went better than I had hoped. It was great. We were greeted by some students. Teachers came up and chatted to us. There was a welcoming feel and I don't think any parent could have felt 'lost' in the corwd - it was very well organised and although catholic schools do tend to have larger class sizes - they had split the new kindys into 2 groups over 2 days so the children could bbe individually observed more effectively.

The principal spoke to the new parents about school stuff - everyday organisational issues as well as providing an overview of the various programs available and the curriculum followed. As she spoke mentioning withdrawing kids for different things - I though of Hannah and her private ST sessions.

Last visit our ST gave us a standard letter - just getting us to think about what we may need from her as Hannah prepares for school and then next year - as starting kindy is very tiring. I don't know that she is that keen on withdrawing kids but given han's speech needs I think that it might just be a great way to continue the intensive sort of therapy that Han needs until she settles in and has greater energy for the arduous school day. I mentioned it to both the kindy teacher and the principal and both were keen for me to organise that - so I'll certainly discuss it with our ST at her next session. I also hope that just as I learn by observing Han in speech - so might her school teachers informally gain a little professional training - not that I am expecting them to do a lot of specific follow up on speech therapy - but they might be able to adapt some of the strategies in the classroom.

I showed them the homemade folder of pics we use (pecs) and they were keen to have a copy - I stil want them to let me know of ones that are particuarly useful to them - but I loved the enthusiasm evident. I gave them a copy of our current ISFP goals, a hannah's profile - which detialed her strengths, supports I thought she'd need, my concerns, info about others who work with her, Contact agencies for help and Resources. I also gave a revamped letter - which is basically pitching how to explain DS to her peers plus some simple DS Myth/fact material.

There were a million different forms to fill in. I hate forms!! and with twins - it is the one aspect that is definitely 'double trouble'.

I liked the fact that at the end of the teachers observations 2 teachers aids and one of the kindy teachers approached me to talk about how Han had gone - and I really liked the fact that the kindy teacher mentioned how Kit had gone too - cos although I angst a lot more over Hannah in formal education - he is my baby and I want to know how he is too. he is a very bright little boy - quite advanced emotionally, verbally and socially amongst his peers. He already enjoys working out simple multiplication and division. He prepares powerpoints to help Han with ehr talking using clipart correctly. He's going to love school - I want him to be challenged appropriately.

Before we left we handed in our wad of forms and bought - the school bag and hat. Hannah was so excited she put hers on straight away.

Nuffield

2009-11-02T02:59:00.000-08:00

Have been doing a lot more drill type speech activities - often with hannah. She is amazing - so tired but still complying as she yawns through just '2 more' sheets. I think it is already helping a bit. Drill and practise - seems to be the key strategy that works for her -as well as using as many visuals/cues as I can.

So she is doing great on the drillsheets - bee/bow and boy/bow. She has almost mastered pea/bee/me. Still working on two/tea/tie and bee/knee/dee. With Ants in the Apple I have been getting her to 'slow down' so that she is being drilled in 'possums peeping' and 'apple' rather than getting away with 'po, pee' and 'pple' which she has been doing a lot of the time. Her use of the individual sounds in Ants is pretty good on the ones we have been doing - a, b, l, k, h, o, u, d, n etc.

We ready Maisy Big, Maisy Small - and I have been clapping out 'Mai/sy' so that she pronounces both parts of the name. Then trying to get her to say all parts of the describing words - like 'Maisy spots' and 'Maisy wet'

Her ST has done some powerpoints - one of action words where I have been emphasising (using cued articulation) the 'ing' sound at the end of the word - trying to help it sound more rhythymic for Hannah. There is also an 'f' word one which she is doing better on and a end sounds one which she has really improved on some of them - to the point where she doens't need to 'fix it up' after a couple of them - like 'be-d' and 'ba-g' or slee-p etc. I also made up a presentation story for her - took photoes of Hannah with an apple - for I am: getting, holding, washing, cutting, eating which she really enjoys doing.

On the weekend she was playing with lego - which she loves - and I worked out that she was telling me that she'd made a robot - although her approximation was more like 'obo' which is very hard to work out without context!! Today she came in carrying a box of made up lego - to show me what she'd made and much more clearly she said 'ro-bot' Yay!! so it seems (fingers crossed) that this is the way to go with her. It is a pot pourri of strategies - I use signed english, cued articulation, signs, pecs and anything else I can think of - but it is working.

She has also been practising her piano - just her right hand but she understands what to do - and needs to just practise so that she can get more fluent. Adding in the left hand was just too much for her - next year.

On the health front - T and A surgery happens on the second day of kindy - a bugger but hopefully it will help maximise her potential at school so worth it in the long term.

Dyspraxia

2009-10-29T23:39:00.000-07:00

We haven't had an assessment done - as this diagnosis brings no funding I don't see the point of one - but the ST thinks that is what we are dealing with - she mentioned that we are already doing lots of strategies that are appropriate. I have been reading up on it. From what I have gathered I think we are talking about verbal dyspraxia. DSANSW has mentioned a workshop being held nearby next week - I wonder if I could convince DH to go to it? I can't cos I have to take a day off work as it is for kindy orientation.

I am still trying to grasp what the implications of it might be.

Orientation

2009-10-28T13:46:00.000-07:00

Well we had a our practice run yesterday. This sint' the school where I am thinking I'll send the brats - but it is a good one and it is our current back up plan if things go horribly wrong at the other school next month.

Hannah seemed very happy and a bit excited to be in the playground. She wandered around freely and obviously wanted to 'run'. Discovered the bubblers - which she loved and can use easily. Kit found a little bo he knew who started to play hopscotch - so the twins joined in for a bit (They don't really know how to play it - except for an older boy at after school care last term who taught Kit a bit).

The kids were asked to hold hands - Hannah went up to a little girl she didn't know and held her hand - unfortunately the little girl looked at her like a weirdo and so Han looked around for someone else - and then the teacher asked to hold another little boy's hand and off they went - upstairs to the kindy rooms.

I followed the other parents to the hall for a talk and some Q and A. I have to say that I was impressed with the three key selling points that the president of the Pand C gave - we encourage our kids to be independent and courageous/risktakers. We promote acceptance of difference - and she mentioned diffeerent ethnic backgrounds and socio economic circumstances as examples. All good, I like that.

The AP mentioned that they currently had 22 kids in each of hte kindy classes plua her class was a composite - of grade 1 and kindy - 17 kids, 3 with special needs and a teachers aid too. Then she said something that made me thinkt hose kids with special needs would be put in other classes next year - so I asked whether that would continue for next years intake. She looked at me quizzically so I clarified that I was Hannah's Mum. The response I got was that she would be 'fully integrated' so I still don't really know!!! It is a reg school with no special units - one ofhte reasons we applied there - they don't really have any alternative options do they? So I don't know - and I guess as DH said they probably don't yet either - until the meet all the children, do their observations and have a clearer idea of 'real' students - those who will attend there next year.

Anyhow that is one fo the things that I find disconcerting about this place - I think they have started trying to train me to 'let go of the apron strings' and let them get on with it already. And I am not sure I like it - although I am probably crazy not to want to just relinquish her to their lovig care and expertise and be done with it.

At the end Hannah found me in the hall and came running over happily calling my name. When I asked her what she had been doing she told me using words and signs - she'd sung 'incy wincy spider' and yes she had had a good time.

Then in the afternoon she had her private ST session. It looks like we are dealing with dyspraxia when it comes to her speech - and the ST didn't say 'mild' she simply told me that it varies from mild to severe - so I'm guessing that Han might be in the 'moderate' range - otherwise she would have hastened to tell me that Han's was pretty mild wouldn't she??

Pecs

2009-10-25T20:53:00.001-07:00

After our interview with the primary school (which included the area school support coordinator and our EI special ed teacher) it was decided to investigate assisting Hannah's communication with a visual system. I spoke with her ST and we are now using pictures from PECS to help increase Hannah's utterance length and to encourage her to attempt more words - using the pictures to assist the listener understand just what word she is saying if her clarity is not adequate.

Today I am home with Kit who is sick -so I got the laminator out and put some thought into next week's kindy orientation. I have met the kindy teachers but haven't actually spoken to them specifically about Hannah. According to the letter - the kindy teachers take the children for 'activities' and the principal takes the parents - no doubt for a good 'talking to!"!!! lol.

So - Hannah has a keychain tag that she can put through the loophole of her jeans - she has it for preschool but I doubt that she uses it much - she can manage the communications on it without using the visuals or for some like 'Can I play' really needs an adult to help her use it with her peers - or it just wouldn't be used. Anyhow I think that it is a good idea and perhaps a new start in a kindy with some aid time might revive it - so I added a few visuals - My name is Hannah, sad, happy, tired, I like and I don't like. I hope it is enough to get her started at orientation.

I also did some more pics that might be useful like toilet routine, assembly, school bag, body bits, shapes, and a few others. They go in a homeade pecs book - I will wait and chat to the teachers though before I give that one to Hannah to use - it is more a tool for them to govern the use of but I must say that the sentence strip idea is really helping.

Time to put up some sightwords around the house too. After that I want to work on a Hannah Profile -a one page summary of just what she can do at the moment and any 'this works...' type of stuff so the teachers have an overview. I also have a letter explaining DS that I gave the preschool teacher with the view that if we felt it necessary it could be given to the parents too - it wasn't necessary - I think cos the kids were all a bit young. Still if she is going to be the only child in the school with DS I might revisit it and have a copy ready for the teachers - to use if need be. Any ideas on how to distribute such a letter if we do decide to use it?? It is basically an "I'm the same as you but learn some things more slowly ' type of letter and on the back were a few 'common myths' Q and A material I got from DSAssociation including what I think is a subtle lesson not to refer to her as a 'downs'. First some afternoon tea though.

Progress

2009-10-23T13:27:00.000-07:00

The twins are back for the last term of the year. They were obviously happy to return to their routine. The preschool teacher commented on what a good day Hannah had had. She commented that Han had used a few new words - and that she had been able to understand them as her speech is getting clearer (YAY!!). Also she has put up sight words in the classroom - labels on the furniture. Well one boy noticed them and soon all the kids were looking at them and the teacher was talking to them about first sound and the next sound etc for recognising 'what word'. Hannah got one - House. Then the teacher got her to go and put the word on the dolls house in the room. Good work Hannah!! And good work Mrs S - this teacher has had no extra support in including Han in her class of 20 'regular' kids - except for the visit I arranged with Han's EI teacher. I think she provides a great program and given her lack of resources has done a great job with hannah.

Preschool has helped prepare Hannah for inclusive kindy - she has had to cope with 19 other 4-5 year olds en masse - not the easiest thing for her - but she has done it. She likes going to preschool. When I showed her a photo of her class and asked which kids she wanted to come to her party - she said very clearly - "everyone!" so even though she can be a isolated (from our perspective) and doesn't have any special friends there - she is accepted by the other children and sees herself as just part of the group.

I am taking her to orientation of the school we probably won't go to next week - just in case. ALso it is probably good practise to give her a few opportunities to see what 'big school' will be like.

Pianorama

2009-10-11T13:35:00.000-07:00

When the twins were little I used to walk up to our local shopping centre regularly with them. Ond day a tall woman with long black hair had set up a table in our suburban centre peddling her music school. On a whim I approached her. Now my family LOVE music - always have. I can't sing a note and tried but failed to learn the guitar as a teenager. DH loves music too - and he actually can play guitar and at the moment enjoys writing lyrics and music too. He has a few other friends he plays with for fun and has been in the 'work band'. I didn't know anything about ways of teaching music except what I had read in a book about Ellie - a young girl with DS whose Mum got her lessons in the 'suzuki method' to help her learn the piano. I had by this time learned about the wonderful Sujeet Desai too - so I knew it was very 'doable' but wasn't sure of the 'how' - besides they were very young.

Miss M was lovely. When I asked specifically whether it would be ok for Hannah - she said someting along the lines of "What is DS?" I explained a bit about her low muscle tone and speech delay. "Nevermind I'm sure she'll be fine. We have other kids with special needs like autism. We'll learn as we go." "Yep, she'll be fine." - or at least those snatches of our conversation linger in my memory. She was right on all counts - it was fine and we all learnt as we went along.

Now there was Beeboppers for 2 year olds - with lots of movement and percussion and Jitterbugs for 3 year olds which was more of the same really with the addition of the 'music house' for beginning to read music/rhythm. I still recall the day DH took the brats to music cos I had changed the class to Saturdays for a semester - he came out flabbergasted - I'd told him - but seeing it was quite different. She really was one of the best in the class. She LOVED the movement and the singing and the actions used in the songs. She had a ball.

This year at 4 they started Pianorama - now it is trickier. She isn't the 'best' in the class by a long shot. She still has fun and enjoys it. There is still movement and actions which she manages well. There is percussion too. They are also learning to 'read' music - she can recognise 'doh'. They are learning the keyboard - now Han can play with her right hand (Mrs Treble Clef) adequately - it requires a lot of fine motor skills to isolate each finger to play doh, reh, mi, fa, soh. But she gets it and tries her best. The left hand is harder for her to get the necessary control and strength to play with but she gives that a go with occassional success. Just now at the end of the year they are beginning to use both hands together - she doesn't really get that yet at all. Regularly each child stands in front of the group and says "My name is xxx, and I'm going to play yyy." and then they 'solo' a song they have been learning - Hannah LOVES to solo.

The classes have always had a rapid pace that she has had to work to keep up with but she generally manages that well. She is learning and developing - oral skills, motor skills, concentration, listening, reading and counting to name a few. Still it is sometimes hard to watch her have to 'fit in' all the time to work so hard to 'keep up' with the regualr kids. Recently they had their first 'concert performance'. She and her brother were really excited and did beautifully. DH and I LOVED watching them. I snuck up on stage to kneel beside Hannah to 'help' her with the 'Mr Bass Clef' bits.

The following week I spoke to Miss M about next year. DH and I had been discussing it. We really want her to be able to continue as we can see her learning so much from it - but at the same time we can see that she will keep falling behind her typical peers. We discussed the option of getting her private lessons if necessary - one of their former music teachers has been on mat leave - perhaps she'd be ready to work with Hannah using something like what they already do but modified a bit for her? The drawback of that was she actually benefits from the group stuff - and a lot of the activities are designed for small groups - I decided to discuss it with Miss M.

When I approached her the twins were in the middle of their lesson with Miss A and Miss M was doing paperwork at the front desk that is in the classroom. "I was just thinking about that!" she said when I approached her. Anyways the decision is for the twins to have back to back lessons on a Saturday - Kit to go to level 2 book and Hannah to stay on Level 1 book. Miss M says it will be different songs etc so she won't be just 'repeating' the current book although the skills they teach will be the same.

We'll see what happens from there - but what I am happy about is that we got to that point. From 'what is ds?' to the teacher knowing Hannah, seeing her strengths and weaknesses clearly and coming up with a plan on how to best meet those needs. Fantastic - that is what I hope will happen at school too - cos I do have a wee concern that the princiapl doesn't really beleive Han will 'cope' there for very long - yet I know of other kids who have been able to stay in a mainstream class for all of primary - if the school thinks like Miss M does then that may just be 'doable' too!
Here's the address for our music classes http://www.ismaustralia.com/