Wednesday, February 20, 2013

Tool epiphany: The List!



Apparently making a list makes all the difference.  

This morning Eli was upset about a lot of things.  It was a bit frustrating because he couldn't really articulate what the problem was.  He kind of got stuck on there being (new) snow outside, which was ridiculous because there was only a dusting. 

I decided to give him some help and love (in part because I have been doing Loving Kindness meditation every day this month and as a result feel like I have some extra love to share).  

First we talked about "getting stuck" and used the analogy of one of his trucks getting stuck at a wall or other barrier.    



"What do you do then?" I asked.
"You back up and go the other way, backwards or around."
"Right. So how can you back up an go the other way?"

He seemed to get it and calm down a little.

As we started to use our family language about "taking care of business"--which means brushing teeth, putting dishes away, getting dressed, etc--I realized there was more to do than usual today. 

 It is not a school day, but Eli is off to spend the afternoon and evening with Dan, so has to pack.  And he has a recital to rehearse for and he needs to be working on some physical skills for OT and he needs to rehearse his lines for the Egypt play.

. . . It seemed a list and maybe even a schedule was in order. So we made one. He got to write down whatever came to mind and we talked about how to refine it. The list reflects things I want to see on the list as well as things he wants on the list (he added sit-ups and push-ups!).  


No more being stuck.  The path forward was clear.  I called at lunch time and he was continuing to have a great day, marking things off the list, talking with Me-me about how he was feeling...Can't wait to figure out how to implement this on a regular basis.

Will it help the perennial stuckness we've been seeing lately?  

Sunday, February 10, 2013

Siblings? Oh, right . . .

Durga's daughter is on the same wave length with Eli's sister.  This post from a few days ago came almost on the same day that I heard, "I am completely forgotten in this family." 

I can't argue with that.  Not because it is true, but because it is perceived to be true.  Which matters more, whether you are forgotten or whether you feel you are? 

Point taken.  In fact, tonight, during and after the latest catastrophe or three, I had to tell her that she was on her own getting to bed, I had to clean up, get Motrin, soothe Eli and I would be at it for a while.  "Good night; love you . . ."


We deal.  She deals.  For her birthday all she wanted was a guaranteed 7 days or partial days when she would have all my attention.  No presents.  Just time.  A movie, a shopping trip, a dinner.  We've done about 5 of those already.  It's lovely and lovely to be asked.  But it doesn't make up for nights like tonight.  

So, what do I do?  How do I try better?  

I meditate on being an intentional parent . . . to BOTH of my kids.  I realize that "fair" is not "same." And I practice loving myself kindly as a first step to loving them better. 

Thursday, January 24, 2013

Durga's toolbox--great ideas and insight for special needs

Durga! Dan Habib of Including Samuel and the New Hampshire Institute on Disability reposted this blog from the Durga blog.

Durga's Toolbox: What it really takes to care for a special needs child


. . . this is a good start of the objective aspects of parenting a special needs child. Next, I'd encourage parents to overlay a subjective map: What's the hardest? Where are the roadblocks and boulders in the way? Which are the segments we endure because there's nothing better? This is the part that would be REALLY informative to doctors, teachers, fellow parents and government leaders.he segments we endure because there's nothing better? This is the part that would be REALLY informative to doctors, teachers, fellow parents and government leaders.

Monday, January 14, 2013

How to be Eli's father.


Sharing the text of Dan's talk about being Eli's dad . . . delivered today 
at the Kimball Union Academy.

My son Eli is disabled.

We are not sure what causes Eli’s
cognitive and physical disabilities. Every
couple of years new genetic tests are
developed; and every couple of years
we take Eli to the geneticist, draw some
blood, and wait for the results. No
answers.

Parents of children with disabilities don’t
always know at birth that their kids have
issues. Everything may appear, at first,
well, normal. And then you start to
notice that your child is missing a few
key developmental markers: crawling,
language, etc. Mica, Eli’s mom, and I
began to notice just such issues with Eli
sometime prior to his first birthday.

Like all stories, Eli’s is both captivating
and mundane: For Eli, tests and more
tests; years of physical therapy and
occupational therapy and speech
therapy and swim therapy and horseriding
therapy.

For his parents, the budding realization,
day upon day, that
their child is going to be different.

Sometimes, when I consider Eli and his
disabilities, the grief comes hot, like a
firecracker pop in the back of my throat.
When, in his unique language, Eli tells
me that he has no friends, that during
recess he plays alone on the slide, my
heart drops out of my body.

At other times, when I think about how
Eli lives in the moment; how he experiences
the deepest, purest joy in the simplest of
things, I feel very much at peace.

I used to believe that uncovering the
root cause of Eli’s issues would give me
the answers that I needed; not a cure
mind you, but at least knowing would set
us, would set me, on the right path; that
knowing what Eli had, or was missing,
would inform me as to how to BE Eli’s
father.

A decade on, and I see things
differently. The beliefs that I have held
about who I am supposed to be, and
how I am supposed to act – as the
father of a disabled child, as a person -
have changed.

Pema Chodron tells us, “We think that
the point is to pass the test or to
overcome the problem, but the truth is
that things don't really get solved. They
come together and they fall apart.”
As Eli’s dad, what at first looked like a
test - a test of my character and of my
strength and righteousness - no longer
does. What I have come to see is that
there is no test to pass here.

I think that often the able-bodied view
disability through a mythic lens, where
the disabled and their advocates are the
heroes in some monumental battle
against the apparently uncaring and
harsh UN-disabled world.
I embraced this story. When Eli was
very little, I penned, in my mind, a
fantastic tale of Eli and his father,
together, fighting the good fight;
overcoming the myriad land mines that
lay in our path.

What I have come see is that this
construction of Eli, and of our
relationship, was really just a wall; it was
a wall that I built so that I could keep
reality at arms length. It was a wall that I
constructed to protect myself from the
fact that life can be heart breaking, that
parenthood and suffering often go hand
in hand; that things sometimes do fall
apart.

We, I, don’t always do grief so well. We
run from it. We stare reality in the face,
and reality stares back; reality never
blinks. And so we turn away. We live
outside of ourselves in an effort to
escape the heartaches that are simply
part of the trip.

When Eli was little, I used the vision of
the epic struggle to shield myself from
my own sorrow, my own heartache. But
when my guard was down, Eli reflected
back a truth that I didn’t like; a truth
about my own childhood; a childhood
replete with uncertainty and fear and
vulnerability – The death of a sister, the
despair and remoteness of my own
parents, a lefty in a righty’s world.

I think that we, the self-identified ablebodied,
look at people like Eli, at people
with disabilities, and we see something,
someone, who appears broken. We see
someone who isn’t whole; and deep
down we thank whatever god we believe
in that we aren’t…them.

And yet, aren’t we all in some ways
broken, not whole? Don’t we all suffer
our own loneliness, or confusion, or
moments of despair? Isn’t that perhaps
what unites us all; that none of us is
completely whole?

In a recent interview with NPR about her
forthcoming autobiography, Supreme
Court Justice Sotomayor tells us about
her trying childhood. An alcoholic father,
a mother’s depression. In her honest
account of her own life, Justice
Sotomayor reminds us that life is, at
times, a struggle. That this is a truth we
all share.

I am, I have been, fiercely protective,
overly protective, of Eli; he is completely
vulnerable. Eli comes to the world totally
open; he lacks the capacity for cynicism
or wariness; he cannot – literally,
neurologically -- shield himself from the
cruelty or apathy of his fellows.

A deeper investigation reveals however
my over-protectiveness as an
unconscious effort to protect me from
watching Eli suffer. If I can only shield
Eli from being sad, then perhaps I will
be saved the agony of watching him
helplessly, without a compass,
navigating the life’s most treacherous
waters. No one protected me, after all.

And so maybe in Eli I have perceived a
chance for some kind of redemption;
maybe, a chance to heal my own
wounds by sheltering him me - from
the heartache that is, at times, just part
of life.

When I step back from it all – when I
reflect as honestly as I can upon all of
the ways in which I have used Eli to
guard myself from my own sorrows and
struggles – I move closer to engaging
life from a place of acceptance, and joy.
I am also able to be Eli’s dad for the
shear wonder of it.

In the end, Eli is neither symbol nor
metaphor; He is not a cause for me to
champion. Eli is not some unique
moment in time, an object, whose
physical presence I am meant to use to
call forth my own courage. Eli is simply
my lovely son.

And lovely he is.

Eli’s mother and I chose his name with
great care. Eli for Duke Ellington, a man
whose music changed the world; And
Eli’s middle name, Kuruna…a Buddhist
word meaning compassion for others,
empathy.

Eli is compassion. He loves without
condition. He teaches everyone who
knows him about love, and about
presence; about vulnerability and truth.
And so for me an underlying truth
continues to emerge.

What I see more clearly every day is
that all of my perceptions and
projections about how I thought I was
supposed to act and react to my son,
and to the world, clouded my vision as
to the reality of my son, and to my own
humanity. – That he is lovely just the
way he is; that he complete and whole.
And that even in our own brokenness,
our own struggles, we are all complete
and whole.

And so, more and more, I am able to
bask in the OK-ness of it all…to, with
awareness and gentleness, reject the
image of who I once thought I was
supposed to be – the heroic father of a
courageous child - and to accept more
who I am, and who I am not.

I am not an activist for the rights of the
disabled. I advocate for my son when I
have to. From time to time I review
proposed changes to federal and state
special education law, and if need be to
voice my approval or disapproval to the
appropriate powers. But for the most
part I advocate for Eli in pretty much the
same way I do for Hannah, my ablebodied
daughter.

I am not without discomfort. When I take
Eli to Special Olympics bowling on
Sundays, I feel uncomfortable.
Sometimes I, the father of a disabled
child, feel uncomfortable around people
with disabilities.

And here I am…a person, just like each
of you, who is trying to live and honest
and full life.

And while I don’t know everything, I do
know this: There really is no test to pass here.
Things come together, and they fall
apart.

Eli has definitely taught me this.

Thursday, January 3, 2013

Eli Poetry: An Acre . . .



Jason asks:  Eli, do you know what an acre is?

Eli replies:
An acre looks like an anchor 
that puts you on a nail 
and gives you a haircut.

Says Jason: . . . That's some serious stuff. 

I just got done with my annual 'haircut' of paying property taxes, I am 'anchored' to the property, and I'm constantly 'on a nail' with all the renovation work.

I find that a glass of wine sometimes helps me to understand the metaphorical world Eli inhabits.


Sunday, June 10, 2012

Eli & Abstraction: The difference between a rock and the number 2 (with a brief discussion of Wednesday)



Eli’s teachers and his parents have noted that it’s hard to tell whether Eli understands abstraction.  What is abstraction, anyway?  I’m hard-pressed to define it clearly for myself.  More importantly, any definition I might come up with would probably be more confusing to Eli than an example.
On a recent walk up Bowen Hill, I broached the subject.  “Eli, do you know the word ‘abstract’?”  (In circumstances like this, I’ve found it best to start with how to spell a word.  It’s easier to get Eli interested in something when I come at it via one of his strengths.  Also, I’ve found that he quickly loses interest in my long descriptions, so I try to opt for short sentences and lots of questions.)
Spelling is easy for Eli.  He guesses at the correct spelling on his first try.  My next question, “What does it mean?”
“Um, I don’t know.”
“Well, I don’t really know either, but I can tell you something that definitely is abstract.  Can I tell you?”
“Sure!”
“The number 2.”
“What?”
“The number 2.”
“Oh.”
“So, tell me about the number 2.  Can you put it in your pocket?”
“No.”
“Can you pick it up and throw it at that tree?”
“No.”
“What about that rock, there.  Can you pick it up and throw it at that tree?”  (We’ve had several walks that devolved into rock-throwing, so my suspicion is that he’s very familiar with the tangible nature of rocks.)
“Yes.”
“So, that rock is not abstract.  It’s real.  Oops.  Hm, the number two is real too, right?”
“Right!”
“So that rock is the opposite of abstract.  It’s concrete.  Hm.  Well, concrete is confusing maybe.  Let’s use another word, tangible.  That rock is tangible – you can pick it up, feel it, put it in your pocket, throw it, whatever.”
“Uh-huh.”
“Does that make sense?  …the difference between a rock and the number 2?”
“Yes.”
“OK, so what about Wednesday?”
“What about Wednesday?”
“Yeah.  Is Wednesday like a rock, or the number 2?”
“The number 2.”
“OK, but is Wednesday like the number 2, or a rock?”
“The number 2.”
“Can you put Wednesday in your pocket?”
“No.”
“Can you throw Wednesday at that tree?”
“No.”
In that moment, Eli seemed to get what I meant.  And so, I am hopeful and curious about where we will go with this idea the next time we talk about it.

Tuesday, May 15, 2012

Gem 1

Eli this morning: Mommy, do you know what? Everything is real.

Everything is real.

Thursday, May 3, 2012

Addressing Eli's Needs

MAPS is underway. Our goals from this process were focused on getting Eli successfully through fourth grade and shaping a solid transition to the Richmond Middle School for seventh grade.  The top needs we identified to achieve these goals are:

(1) Friendships and mentorships: Find natural peer mentors in his class and nurture existing friendships.  A potential model for mentoring is the "Best Buddies" program which would link Eli with a friend and mentor through a Shriver Foundation program (this would have to be developed in Vermont as the program is in other states but not here yet).  One positive existing source is Special Olympics.
(2) Evaluate and modify the curriculum relating to Eli's needs and strengths and our vision for his future, focusing on inclusion where reasonable and parallel learning where we agree it makes more sense.
(3) Find "ways in": explore modes of learning that exploit Eli's strengths and interests such as song, dance, piano, other instruments, basketball, and other modes, to be discovered. Experiment with conveying curricular concepts through these modes.  Educate the team about what holds the most promise for particular educational goals.
(4) Investigate Technology: Will an iPad or a small notebook PC or other device enable Eli's ability to learn, communicate, and make the curriculum more accessible? Can the iPad act as a virtual service dog, giving Eli instructions and nudges about what to do in a situation?
(5) Psycho-social development: Eli needs age appropriate and developmentally appropriate instruction about relationships as he enters the age of "crushes" and starts to travel in his world more independently.  Concerns include teaching Eli about giving appropriate space to others in the right context and keeping Eli safe from predators and those who might otherwise exploit him.
(6) Construct a plan for independence: understand the life skills he will need to accomplish the appropriate level of self-sufficiency for each stage of his school experience, for extra-curricular programs, and for adult life after that.  Starting with fourth grade and middle school targets, (a) explore ways that peer advocates can help and develop those peers through direct and indirect means, but be careful not to mess too much with the wonderful natural peer advocacy already there! (b) identify goals for independence that can be started at home and encouraged at school.

I have a list of people who signed up at the MAPS day to address some of these.  We need more volunteers.  (A reminder that volunteers only need to be willing to keep track of progress, not take responsibility for accomplishing the goal or addressing the need.)

Tuesday, April 24, 2012

Eli, present and future.

So I didn't get to everything before the MAPS meeting!  Just to bring us to a milestone, below are the last questions we'll consider tomorrow.
I started this blog so that anyone who wanted to think about the process before-hand would know what the questions would be.  I hope this was helpful for those of you who like a few days to warm up your thoughts.

I want to emphasize, though, what Craig (our moderator) has conveyed:  Don't worry about not having something to say!  You will.  People tend to enjoy this day and once the conversation gets going, everyone feels compfortable participating.

I can't wait to see everyone tomorrow!

The remaining steps.
Fourth Step:
WHO AM I / STUDENT CHARACTERISTICS: a description of yourself, including the strengths, skills, likes, and values you perceive in Eli.  What words best describe Eli? What skills, gifts, and talents will support Eli’s journey toward his goals?  What other skills and talents will Eli need? What do you like/dislike about Eli’s current situation? What values and beliefs guide Eli’s life and work and guide your role as a person supporting Eli’s development and future?
 
Fifth step:
NEEDS: a description of the things that need to happen to help make the vision for Eli’s future come true. This list will include new experiences, skills, or resources and support that Eli will need.


Monday, April 23, 2012

Belonging...

NPR article this morning: Kids with Autism spectrum disorders are much more likely to be bullied.  Bullying is a classic part of the many social difficulties kids with ASD have.  In this story, home schooling was the remedy the parents chose.  Eventually, the parents found a school for ASD education.

So this raises all sorts of issues related to Eli...
How will we know if he is being bullied? Eli can't and doesn't communicate problems he experiences in a clear way.  Often he doesn't remember much of his day or at least can't access it when asked about it.  (He sometimes seems to be replaying a movie reel of the day from start to finish when he is asked to recall the day...struggling as he views the movie to see each event).

How will we address growing issues of social isolation?
Besides the difficulty of knowing when it is happening or how much it is affecting Eli, how will we deal with what he is experiencing?  Can we address something when we don't understand it fully from his perspective? Is integration always the answer? Is it more important to keep Eli with kids who so clearly love him or find new kids and new community?
Dan was heroic in bringing Eli to the Upper Valley Special Olympics community.  I wasn't sure it would be a good match, but Eli loved it.  That experience made me open up to the possibility that other special communities might have much to offer Eli--everything from Hartford High School to Berkshire Hills Music Academy.

Part of the impetus for holding a MAPS was to address Eli's social isolation--a new phenomenon so profoundly obvious this year where it had not been in previous school years. In this MAPS we can't address every problem he might face, but we can shape Eli's experiences to give him a variety of social groups so that we can start to understand which experiences are helpful and which groups and environments are most nurturing for him.

Friday, March 30, 2012

Tuesday, March 27, 2012

Monster with the yellow hair...

Sometimes Eli tells stories in the morning while we make breakfast.  His favorite character recently has been the Monster with the Yellow Hair and Black Eyes.  The monster usually does fairly innocuous things like get stuck in the jungle or drive a blue dump truck.  


I like the monster.  


I don't know if this character is a monster because Eli is scared of this character or if he is a monster because nine year old boys like monsters.  I feel like I pretty much know when Eli is scared, though, and he doesn't seem scared when he talks about the monster.  
His fears are more about dandelions and bandaids and tall grasses and not knowing the schedule.  He is NOT afraid of the ocean.  Maybe that's because he's been at the ocean every year since he was 3 months old (as he was in this photo).  


The things Eli does fear will be a barrier to his success and progress, though.  So we need to share them, confront them, and keep up with them as they change.  


On the other hand, . . . fears can be very useful information for planning and preventing disaster.


To continue about Eli--> 

  • What should he fear that he doesn't? 
  • What do you think his fears are right now? 



And to refocus a bit back to the MAP-->

  • What are your worries or concerns about Eli’s future? 
  • What hazards and barriers do you see?  
  • Where might people, places, or limits on experiences, skills, or resources stand in the way of realizing whatever goals Eli has before him?

Thursday, March 22, 2012

Social Eli

This year has been the hardest so far for Eli socially.  And, of course when the social piece falls apart, almost nothing else is quite right. 

Eli did find a great new set of friends when he started bowling with the Upper Valley Hawks, his Special Olympics group.  It only lasted for the fall, though.  And now he misses having a least a weekly gathering where he is fully accepted and celebrated.  He asks often when he can go back.

He continues to develop loving, appropriate and rich relationships with the adults in his life.  But finding a way to open up his social life to more children like him and not like him is certainly a goal.
Here is a great article on the Social Thinking curriculum which forms of the foundation of the curriculum at Camp Coyote.  Eli loves this camp.  He made significant strides last year, recognizing when a conversation was happening and learning both that he could start a conversation as well as some tools for doing so.  Now conversations actually have a back and forth pattern to them.

Monday, March 19, 2012

One dream . . .

Many thanks to Roseanne Kramer for allowing me to share her dream (or one of her dreams) for Eli's future...
I think Eli needs to have a future and career that is people orientated. He is too charming to be isolated and he has a knack of making people feel good. I can see him as a speaker and advocate for a cause dear to his heart, or an architect designing a town or a carpenter making beautiful furniture...but the BEST career for him would be playing the piano at Mary Hitchcock in one of the grand  hallways (maybe the one close to the cancer ward) so that everyone going by could hear his music and feel cheered by it. Without a doubt, Eli would draw smiles from everyone....

e.e. weintraub: Eli's poetry.

Eli speaks...and Eli writes.  Often it makes us pause.  Often we ask him what he means.

Sometimes Hannah interprets.  I have seen many cases where one sibling is able to interpret for another.  Hannah certainly has this gift.  Even when she provides insight to Eli's missives and reflections, her interpretations are metaphysical, though, as if she is channeling an oracle.

Sweet mystical Eli...

Just recently we have begun writing down the things he says, or asking him to write them down. It is not a completely organized effort, but there are sheets of paper and notebooks with scribblings.

Here's what he wrote in one notebook:
Why did the monster bump you when you get so vanished?
Why did his friends knocked over over the monster when I get so worried?
Because if I got so worried every body could go to an island, yes.
The monster is flat.
You'll notice a monster theme.  (More about this in another post). All of these bits were written after Eli said or asked them.

(This morning, all we did was add and multiply numbers, except for one moment when Eli said something about A to Z mysteries.)
Here is another wonderful piece that Eli wrote with his grandmother (Grammie).  This one was typed, which seems to make a difference in his clarity of thought.
There was a big monster named Billy Stein. He walks around the town. His teeth are purple and his nose is green. He has a pink car and he breaks down. When the car breaks down, Billy Stein, the Monster, goes ballistic. He makes a very big sound with the car motor, but no one gets scared.They started to laugh. Billy Stein laughed also and out of his mouth came ... out of his mouth hopped a black witch.
I have above my desk at the office a poem by ee cummuings in which he speaks of "a blue dream of sky" and "leaping greenly spirits of trees" so I am awake to the possibility that Eli speaks in poetry.

I just pray for a world that will be open
to hearing and seeing
the human merely being unimaginable
Eli.

Friday, March 16, 2012

Big fluffy dreams (step two)

Eli circa 2008 in Quechee with Snowy Day

DREAMS... a vision of things you would like to see happening as you expand your vision of Eli in the near and long term future. 


One of our dreams for Eli--to celebrate his milestones, including his birthday, with his peers--was realized last Sunday when Eli had his bowling birthday party.  First real party ever, with friends and birthday presents.  (I think he liked it because he told me that we're doing it again, presents and all, this Sunday).  We have thought and planned this for years.  But I haven't felt emotionally safe enough to extend the invitation until this year.  I just couldn't take the prospect of having the invitation declined.  So they never went out.


Until this year.  And, you know what? The most beautiful, amazing boys--Eli's classmates--came and had a good time and brought him the most thoughtful presents ever.  


These dreams are as much about us as Eli.  When we dream about his future, we dream about ours.  So . . .


Dream big!  


Again, for the more concrete folks: Please do not curtail your dreams for Eli with “realistic goals”—that happens in steps 4 and 5 of the process.  


Ask yourself, what would be the greatest future you could imagine.  Rock star? Paleontologist (Eli's latest career goal)? Astronaut (another recent one)? 


When I saw his hands moments after he was born, I said, "brain surgeon." In a way, I am right already.  He's healed my brain many times over.  


Will Eli fall in love? Run for mayor? Play in a band? Will he have a garden? A farm?