Tagged "OPT"


Elizabeth: How we made a medical team for ourselves

Posted by Deborah Grauzam on

Somewhere in my book I know I reference “Team Elizabeth” and at the time, it consisted of her OT, her exercise trainer, her tutor and her speech and language pathologist.  Her “team” has changed as Elizabeth has grown.  And the “team” reflects her needs at the time.

For example, when she was younger a vital member of her “team” would be her Ear, Nose and Throat (ENT) specialist.  And at another time, we would have added the name of the doctor who managed her brief, but productive and very costly foray into the area of biomedical treatment.

We now have an entirely different “team.”

It fits her needs perfectly.

They all “get” how Elizabeth works and know how to help her grow and achieve.

But how did we get these teams way back then? And how did we help them learn about Elizabeth’s disorders so that they in turn could help her?

Well, it all starts with getting through the first big block to this journey and that is to work your way through denial.   Maybe some were blessed to sidestep this feeling and maybe others were able to get to the other side of it quickly.  But for those like me, it was a pretty tough and pretty big force to face.  It took a lot of work on my/our part to allow the words about Elizabeth in, to face the truth that what we wanted to see and make real, was indeed not there.  It took us listening and not just hearing and allowing ourselves to feel the loss of typical and the acceptance of special.

After denial is behind you, the real work can begin.  Know that you as parents know something or things are not right.  You know in your heart the things you see each day are not what you are supposed to be.

Please begin by writing them down on paper:

  • When they happen.

  • How long they happen.

  • When you first noticed them starting.

  • How often they happen.

  • What you do or cannot do to help your child.

  • How these affect your child’s day.

These things are so important when you try to explain your child to a professional.  For two reasons:

  • You will NEVER remember them all when the moment arrives to tell them all.

  • It is easy to make a copy of the above and share it with professionals at will.

After all, you are the person with your child during a typical day, doing typical times.  How hard is it truly to have your child act like it is just any other day when they are in an exam gown or are in a waiting room for a long time?

Look up what you can about the signs or delays your child is showing.

I know that this can be unnerving but sometimes just trying to understand about a subject that is foreign to you can also be a bit of a comfort.  I know that reading about Elizabeth’s speech delay helped us make sense of some of the frustration we saw in her.

Print out what you want to share with the professional.

Talk with your child’s pediatrician.

This is where the things you have written down, the anecdotal reports, the internet information will help you help them understand.

Be honest and truthful.

Ask them for advice on where to go next.  Ask them for a referral for further testing if needed.  Ask them for a diagnosis if possible.  But do not allow the moment to pass, when you WISH you would have asked your tough questions.

Pediatricians currently are required to assess for developmental delays but when Elizabeth was young, they were not.  So they are more ready to offer suggestions of where to go and whom to call.

Please remember that you are your child’s best advocate.  And that if something feels wrong in your heart, then in my experience, it probably is not the right fit for your child right now.

Getting together the “team” that works the best for your child is a process.  Getting a diagnosis is important.  Getting the right professionals for your child is important but being able to present your child’s delays and needs to any and all who work with them and getting them to understand your child is by far more than important … it is critical.

Your “team” will be amassed over time and you will be the quarterback, managing them all.  

Please know that as the “team” changes it means your child has changed as do all children, those with special needs or those who are typical.   Change can be hard but change can be a very good thing.

Know your child, know their needs, speak for them and about them. And let them know you love them through it all.

Please know that a diagnosis is a very helpful thing to have for insurance purposes, school testing, IEPs, but sometimes before the diagnosis is made, your heart tells you what is “just not right.” For us, NO real language at age two. We saw a lack of motor skills.  Not walking, not sitting up.  And there were so many other things.

We made a list in our heads.  We knew we needed to find help for her.

-Michele Gianetti 

Michele writes for TalkTools Blog every month about her experience caring for Elizabeth, her daughter with Sensory Processing Disorder and Dyspraxia. Follow her story since the beginning here.

Read more →

Elizabeth: Our Summer Speech Therapy Schedule

Posted by Deborah Grauzam on

So many parents, at this time of year, find themselves throwing out old notebooks, half used crayons, semi-dried-out markers, ripped folders all with the excited feeling that it is summer! Time to just relax. Right?

Well, if you have a child with special needs, that time of sheer freedom does not arrive in quite the same way.

True, you have a bit less of a rigid schedule, a bit less to prepare for each day, but to simply throw out the old school stuff and grab a magazine, lawn chair and plan what to grill for dinner is not how it plays out, at least in my experience.

If you ask anyone who knows me what I love the most, they would answer when my children are home. So of course, I greeted summer with a happy heart, and of course I tossed many a backpack into the corner of the hallway, but then I turned my thoughts on how to make summer fun while still meeting the goals and needs of Elizabeth.

So how did I do it and truthfully continue to do it?

Well, I think one thing I do is to spend some time thinking about some of the goals from Elizabeth’s new IEP that I would like to focus on during summer. And since we adjust her IEP in the Spring, I could use it as a bit of a guide. Once I have some ideas I try to visualize how I can slip them into the day.

Then I think of the things I wish to put into our everyday schedule, like instead of the TV in the afternoon, we would have some music time or some quiet reading time. For those who are younger, we would color or do play dough. Just something to calm ourselves, especially Elizabeth who needs this calming time, and to take a break from the “go” of the day. This is usually around three or four in the afternoon.

We also build in a bit of rest time. So after lunch, we all go to our neutral corners to either watch a video (them, not me) or rest (me, not them).

Of course, there are trips to the park, pool and friends’ houses in our days but I like having this loose structure because then you can build in the therapy play around it.

Something that I think is important is to know that therapy can be built into the play or activities of the average day. And this holds true for speech therapy as well. It’s just that you have to see each thing you do as a potential learning time and/or find ways to incorporate therapy without making it a “therapy time.”

TalkTools | horn kitFor example, something we did to help with Elizabeth’s oral motor work was to blow horns. We would get a number of different ones like the ones of TalkTools Original Horn Kit.  We would sit on the driveway, put a CD in the player and have fun blowing horns to the songs. I would encourage deep breaths and proper lip placement but after that, it was just fun to do this. Emily, our oldest, loved it too and she and Elizabeth would especially love Horn #4, that has the little spinney thing on top.  So we actually bought Emily her own set of horns to use to eliminate any fighting amongst the ranks.

So see, you get the oral motor work, breathing, fresh air and all the while it is fun.

TalkTools | bubble bearSomething else that is fun is to be on the driveway or deck and to bring out the bubbles.  We used to have the largest supply of bubble soap in the neighborhood and ours were even scented! Anyway, we had big wands to use standing up and this would work her whole body to turn and twist and to run after the bubbles to pop them. Then we would use TalkTools Bubble Bear to have her work on her ability to blow bubbles. The face of the bear made it fun. I would actually look forward to this because it was simply fun … but still therapy. One caveat is that you need bubble soap that makes good bubbles, like TalkTools Bubble Refill. This instant gratification is critical when a child is working so hard to make it work.

TalkTools | straw kitEven when bringing your child a fun, summer drink, remember that using certain straws, such as those of TalkTools Straw Kit, will help work with your oral motor goals.

If you are working on language skills, remember the rides in the car are great places to talk, to use descriptive language as you do errands, to ask questions of your child and to help verbally highlight words they may say incorrectly.

If your child needs help with knowing left or right, this can be worked on when driving as well.

TalkTools | toothettesFor those times when more concentrated work needs done, say with oral stimulation like with Toothettes or lemon swabs and perhaps some work with letters or words, I have found that a visual schedule is so very helpful. It lets the child see just what you have planned for the session and allows them to see what comes next. Which will hopefully help with the transition from one thing to the next. And in the case of Elizabeth, knowing when she was DONE was huge to her.

TalkTools | schedule boardI made my own schedule chart but one that I love and only wish I had when we were early on in our journey with Elizabeth is the TalkTools Schedule Board Kit.  I offer that using one of these is something that is so worth considering.

There really is so much you can do, these of course are just a few that we did. Maybe they will help get some ideas flowing. Please feel free to comment with questions or additional summer speech therapy schedule ideas below.

I wish everyone a happy, safe, productive summer. Ours begins tomorrow and I will again toss a backpack or two and then look to having a fun time as Elizabeth and I begin our 18th summer together.

Blessing to all.

-Michele Gianetti 

Michele writes for TalkTools Blog every month about her experience caring for Elizabeth, her daughter with Sensory Processing Disorder and Dyspraxia. Follow her story since the beginning here. 

 

Read more →

Overcoming The Unexpected

Posted by Deborah Grauzam on

TalkTools Blog | Elizabeth - JuneLearning something from a previous experience or mistake is a common thing in life.  We all do it.  But putting into action what you learned may take more effort.  I think this is common as well.  As I left off on the last blog, we were exiting second grade and a year that proved full of lessons.

I can remember how happy I was to be in summer that year.  It was refreshing to be out of the school schedule and all the feelings that I had amassed related to the school.  Elizabeth was ready for summer, and I was officially leading the parade out of the school for a much needed chance to relax, regroup, and plan for next year.

But before we visit the school year, we have to talk about our summer.  As I said prior, Elizabeth has a summer birthday, so this year she asked us for a blow-up water slide for her present.  We had seen one in the newspaper, so we got it, put it up, and watched our sensory child have the time of her life climbing this wiggly, wet, cold monster and sliding down about 1,000 times that summer.

The only small problem we had with the slide was that she was a little too encouraging of her toddler brother in his attempts to climb the slide to have his turn.  We had to explain many times why Michael, although crying to try it, was not to be pushed up the ladder to help him get to the top.  In any event, the summer was really fun and a nice respite from the stress of school.

But we all know that all good things must come to an end. Soon August was in front of us, and with it came the awareness that school was on the horizon.  It was time to plan how to handle the third grade year.  I decided the following:

  • Do not assume that information about Elizabeth gets to everyone, do it yourself.
  • Do not assume that work is getting done for Elizabeth, visit the school once a month at least.
  • Keep a daily communication notebook and express any and all concerns on it.
  • Do not be afraid to ask for something for Elizabeth when the need presents itself.

Now I had a game plan and was quite happy to find out we had a very cooperative and kind inclusion teacher.  I communicated Elizabeth’s needs and strengths to her as well as talking to the intervention specialist prior to school starting, and we arranged meeting times.  The communication notebook was ready.  Check, check, check!

All the parts of Elizabeth’s day were going well.  The communication notebook was so helpful in keeping up with her day to day feelings and activities.  So I was enjoying the positive changes….

The thing is, when you have a child with special needs, these needs are dynamic in that they change.  And sometimes, they change quickly and without warning.  One day she came home happy and chatty, and the next day she came home quite angry and stressed.  This went on each day and she seemed to get a bit more stressed each day.  It was like she would JUST make it in the front door before she would meltdown.  Every day, the same way.   So I:

  • Checked the notebook
  • Talked to Elizabeth
  • Wrote notes to the teachers
  • Even visited the school

I was told nothing was wrong at school, so I knew that these were signs of her sensory issues resurfacing, and that she needed some calming activities or brushing to help her through the day.  This was a new twist, because she had never needed this before during a school day.  I wanted the school to brush her during the day and thought about telling them individually about our request, but then I reasoned it would be easier to talk about her needs fully at the upcoming IEP meeting.  We had an IEP meeting set up for fall to sign the new IEP.  I envisioned that I would talk about her sensory needs, make a plan to accomplish this, and then all would be well.

Yes, that is what I thought would occur.  I never thought I would be met with any resistance.  Yes, I heard it even as I wrote it. Just how naïve and trusting I was early on!

The meeting went like this:

  • I thought it was just me, the intervention specialist and OT coming to the meeting - it was the ENTIRE team.
  • I thought it would be an easy meeting - it was very hard.
  • I told my husband, “I've got this, you don’t have to come” - I was wrong.
  • I asked for the sensory diet and oral motor protocol (including brushing, quiet time, and oral motor work) - I was told  “NO”.
  • I explained why these things were needed - I was made to feel foolish and in the wrong.
  • I left with no signed IEP, some pretty bad feelings, and a total realization of how things work.
    I went home close to tears and full of frustration but really quite determined to get these things for Elizabeth.  I think I felt that if we could get the school to do the sensory diet, it would affirm that they understood the disorders Elizabeth has.  I think we realized just how important that understanding is. So John and I scheduled another IEP meeting, one he was sure to attend!   But prior to that meeting, we made sure to do our homework.
    • Our therapist, Mary, and I talked.
    • Our private OT, tutor, speech therapist and I talked.
    • We made a plan of who would be at the next meeting.
    • We contacted an advocate
    • We made a plan for our requests
    • We fought for our daughter

    I am happy to say we got the sensory diet and oral motor protocols put into her school day. But there were some casualties by the roadside for sure, such as many bad feelings and changed relationships.

    But why the fight?  Aren’t we all really on the same side? And that side being FOR the child? I offer out all these experiences, because so many people are just beginning their experiences within a school system and maybe by reading our experiences, they will gain strength in their own advocacy for their child.

    The remainder of the year went like this.  I would visit the school every three weeks to check in.  I made check off sheets for the teachers and speech therapist to use to show that both the sensory diet and oral-motor protocol were being followed.  Between the sensory diet followed at home and the one at school, Elizabeth’s system calmed down and she no longer arrived at our doorstep in the overwhelmed, angry fashion.  She was able to enjoy her school day feeling calm. The things we were asking for were what she really needed, what her system really needed to function.

    Now that we had a sensory diet in place, we hoped all would be well. Our IEP stated when she would have time in the inclusion class, but as the year went on, we noticed she was spending more and more time in the special education room and less and less time with typical children.

    For those who don’t know, Elizabeth is one of the sweetest, kindest, most gentle, and extremely social people you could ever come across. But the truth is, she does need extra support in her school day in the form of reminders, encouragement, and understanding of how she works.  So during one of monthly meetings I asked why this was.  I was told:

    • She sometimes looks overwhelmed.
    • The inclusion class is working on a project.
    • We have something we need her to do in the special ed. room.
    • The work is too much for her in the inclusion class.

    We were unhappy in this area, as we wanted Elizabeth to have the chance to be with and learn from typical developing children.  We knew that the content of the classes needed to be modified for her, but being in these classes would do many things:

    • Give Elizabeth a chance to learn how to act in a typical classroom.
    • Teach her how to engage in group projects.
    • Allow her to feel like part of the class.

    We did not pursue this point with the school this year but had plans to focus on this issue the following school year.  For those who have children in a similar situation, you may wish to be alert to the time your child actually spends in the inclusion classroom.  My hope is that what is on your child’s IEP is actually being done.

    The year wound up with a very positive occurrence, Elizabeth was voted student of the month by her classmates.  It is an award that not everyone receives, and she was the student of the month for April. I am sure when it came home, the neighbors three houses down in either direction heard my happy screams!

    So much good is coming for Elizabeth in her personal growth, talking, and social abilities.  We have always believed in her abilities, but we had to work to understand her disorders. We leave the year feeling like the school understands her disorders and even Elizabeth.  This is a good thing.

    We leave third grade and head to fourth. I will put the “to-do” list away for the summer and focus on fun, sunshine, and keeping Elizabeth from succeeding in getting her brother to the top of the waterslide.

    As ever, the journey continues….

    -Michele Gianetti

    Michele writes for TalkTools Blog every month about her experience caring for Elizabeth, her daughter with Sensory Processing Disorder and Dyspraxia. Follow her story since the beginning here.

    Read more →

    Interning in Advocacy

    Posted by Deborah Grauzam on

    Elizabeth's school picture | TalkTools Blog

    I left everyone last month by saying that Elizabeth was going to school!  What an accomplishment for her and her strength. Yes our little Elizabeth is in school.  Everyday of every week she is in school.  She has a great intervention teacher and a very nice inclusion teacher.  The inclusion teacher is the one who has all the typically developing children but whose room, it is determined, will be the one Elizabeth uses as homeroom.  It is in this room that they have circle time, morning meetings and all parties. Elizabeth also has an aide that she will share with four other children.  The thinking behind this was that the aide would be there for her when needed but by the number of children she was to help, it would encourage independence in Elizabeth.  All was in order…it was quite official, she was a member of our school system.

    Something that I think is amazing in this journey with Elizabeth is the number of feelings I can have in the course of a single day.  I can rejoice, worry, pray, feel relief, feel her pain, feel immense love, wipe away tears and fall on my knees to thank God for his grace.  Some feelings can take your breath away with their sheer strength and some can be simple little tugs on your heart that go away after a bit.  But one feeling I was NOT ready for was the one that accompanied the huge milestone that Elizabeth just achieved.

    I was not ready for this feeling of loss. It was not a loss in the typical sense, where you have something and then it is taken away.  In my case, I think it was the feeling of a loss at what could have been.  Here I have this wonderful child so trapped in her disorders that finding her took so much time and effort, then as we continued to work and achieve, time continued to pass.  Just as we see the true Elizabeth, the one with the bright eyes and easy laugh, she is at school age.  With a bit more work, we feel she is ready to head into the school and LIVE.   And just as I see her head into the school, I feel, so empty.  It is like I guess I thought that we would have some time to simply BE.  To have Elizabeth in a state of calm and happy at a time that would allow us to enjoy those special times that you get when your children are young and are all yours, with no real accountability.

    It hit me pretty hard that we did not get that gift.  We did not get those quiet times, those quiet mornings to sit together with no where to go or really nothing to do than just share time.  We worked and worked and so many wonderful gains were made so wouldn’t follow that I would simply be happy.  I would have thought so, but I guess it finally dawned on me that I was simply NOT going to get those times, that my time alone with her was done and that she was moving on in the world….and I felt quite cheated.  Again, the very thing we had prayed for had come to be, but it brought with it some feeling that were hard to deal with.

    Something that helped me through these feelings was seeing just how much Elizabeth loved going to school, being with other children and doing what it is that children SHOULD be doing.  The typical kid things…coloring, singing, eating in a cafeteria, recess, and so much more.  Seeing her smile and laugh about her day helped, seeing her pick her outfits (SO MUCH PINK!!!) was fun, (She even used my perfume each morning resulting in two teachers asking my what makes Elizabeth smell so good),  doing homework with her was a novelty.  These good things helped me take the focus from me and put it once again on Elizabeth.  This was where she needed to be and wanted to be. When I think of Elizabeth just a few years prior, and mentally see the child who cried all the time, whose eyes looked so afraid and who was unable to speak a word, we can respect just what a huge accomplishment this is.

    I like to think of Elizabeth as a work in progress. Because with her disorders, she will always be working on a new goal or skill.  And also because of her disorders, it is vital that those working with have an understanding of her disorders, how they affect her and how to work with her.    It was at this time that I started what I like to think of as my internship on this thing called “advocacy for your child” I had quite little experience being her advocate with educators in a school system and like in all internships there was a great deal of learning to do.

    Something that I learned that year was to listen to your heart and follow what it leads you to do for your child.  By this I mean that I learned that I know my child and her needs the best and it is up to me to advocate for her and her needs.

    Something else I learned was that communication between us at home and those working with Elizabeth at the school became critical to Elizabeth’s success.  Hearing how her day went, the good and the struggles allowed us to share thoughts and ideas to help Elizabeth.   Something that I learned and I advocate for to this day is to think of the school and family as a team.  NOT two sides that work separately but two parts that should work together for the good of the child.

    I learned all these things and more throughout this first year.  I learned to be strong.  I also learned that things in a school system do not always come easy, that attitudes and opinions can cloud good judgment that sometimes you need to be stronger than you ever thought you would have to be, that you could be so thankful to an educator for giving that little extra bit. I also, once again learned just how strong and amazing Elizabeth is.

    Yes, she went to school!  A simple declarative sentence, but really is so much more.

    A beautiful child, happy at school, happy with her world, who a few short years ago could not have managed to put shoes on or leave my side, heads down the hall each morning to class, carrying her lunchbox and wearing her signature pink color and the perfume we have shared for years.   She is a little young lady.  We are proud.  Simply we love her… I can’t help but wonder what the next step of our journey will bring……

    -Michele Gianetti

    Michele writes for TalkTools Blog every month about her experience caring for Elizabeth, her daughter with Sensory Processing Disorder and Dyspraxia. Follow her story since the beginning here.

    Read more →

    Elizabeth Finds the Right Fit for Her

    Posted by Deborah Grauzam on

    20141218_085737

    Something so unique about having a special needs child is that when most typical children are headed in one direction, you find yourself wondering if you should follow their lead, if it fits your child’s needs, or if you need to forge your own path, hope it fits your child’s needs and try to stand by your choices.

    As you can see from our previous blog posts, our journey with Elizabeth has had quite the twist and turns, but we have arrived at a point in our journey that most parents get to and it is called  It Is Almost Time For Kindergarten.” Yes, as we have been so busy with Elizabeth and her disorders, time has ticked by until we have arrived at this point, this crossroad.

    I can remember thinking that even at the age when most children would be happily picking out a backpack and headed to Kindergarten, we were looking at the beautiful child and thinking “Where is the next best step for her?”  We knew she would love the socialization of school, but her language was not strong enough to send her into the world and the school would be looking at her education goals based on that initial IEP test.  John and I reasoned that if we used the year to work harder on speech and language, continued our work with Mary and all we did at home, we could make great gains and we could revisit the school idea next year.

    This WAS our plan, however, we found having a conversation with a mother who had a daughter in the Montessori school in our area.  Her words and feelings about the school sounded calm and encouraging.  We investigated it further and thought we should enroll Elizabeth.  Elizabeth went to see it with us and she was calmed by the feeling there, enjoyed watching the class work and seemed content.   So into the school she went.

    Something to note about children with Global Dyspraxia is that they do not generally have a natural curiosity about things.  For example, they will NEVER pick up a toy and try to figure out how to dress it, move it or play with it.  You will be needing to show them the above,  repeatedly and break down those steps!   With that said, Montessori has a philosophy that the child will learn via there own drive, pace and they are encouraged to find areas to “learn and explore” on their own…hence the individual pace and calm feeling of the school.  Elizabeth’s inherent lack of curiosity due to her disorder and their inherent belief in education driven by individual curiosity did not blend well.   Truth be told, she did wonderfully there.  She sat in morning meetings, listened well, ate her lunch with little assistance, took the nice rest time they had after lunch and more.  So we were encouraged in all that was being shown by Elizabeth.  In fact, had it not been for the fact that Elizabeth liked to play/learn in only one area for a whole month, and we were kind of scared the year might wasted in terms of learning, we would have probably kept her there. But we knew we really could not let time slip by without her educational goals being met, so with heavy hearts we chose to leave the school.

    As I said before our road has been full of twists and turns.  We decided that because Elizabeth needed more one on one learning, we could home-school her, all the while continuing with her speech and language therapy, her work with Mary, and for the socialization aspect we would see if we could arrange for her to attend her old preschool for a couple mornings a week.  The preschool said they would love to have her back, we found a young teacher who said she would be happy to tutor her, we turned a spare room into a school room and we then introduced Elizabeth to her new schedule.  One I will say she took to right away and did beautifully.

    Something to note here is that Elizabeth has these pretty severe disorders…correct? Yet, she is one amazing child to meet and work with as many people as she has had to encounter in her few years on this earth, not to mention all the places we took her to, some that worked out, others that did not.  I venture to think that her life and challenges, changes and adjustments might just fell some, if not most, typical developing peers.   I offer this out because to this day, Elizabeth is so open to teachers, therapists and people and I cannot help but think her early years and experiences have given her this gift.

    So now that we had a path, we could focus on the work we were doing with our therapies. We could do our follow up at home, Elizabeth had her social outlet and her one on one tutoring was going well.

    For the therapy,  Mary had us working Elizabeth’s whole body, and core with certain exercise we could accomplish on a trapeze bar ( think bar from a playground set) attached to a beam in the basement, where she was to hang by her hands and lift and lower her legs and a scooter she could lie down on and use her arms to move it around the basement.  Mary also had us working on encouraging more thinking language from Elizabeth.  We were to read her a bit of a story and ask her questions like: “Who is the story about?” or “What do you think will happen next?”  This way she could work on comprehension and also get some good language in there as well. Truthfully, I found these therapies challenging to do with Elizabeth but seeing her try and accomplish them made me quite happy for all the hard work and efforts we put into them.

    Clarity and enunciation have always been and to this day still are our challenge.  Dyspraxic children form habits so quickly…be them good or bad ones and some misarticulations come from bad habits formed as well as from the dyspraxia itself.   Mary had encouraged us to buy bubble blowers from TalkTools as well as this neat button on a string to use to work her lips and tongue more.  The button was placed between her teeth and lips and I tugged on the string and she kept her lips tight to keep the button in place.  It was hard work to do but we knew at this stage of the game it was time to try this.  Truly, I cannot imagine trying this therapy tool prior to this time in Elizabeth’s life when she was so severely affected by her SPD.  I am happy to say she did well with these new therapy changes.

    When there is a success, be it big or small, it sort of fuels you to continue, to rise to the next challenge.  I can say that our Elizabeth has done that throughout her young life.

    She started life as a beautiful baby and toddler, trapped by her disorders.  She is now this beautiful kindergarten aged child whose personality and abilities are ever emerging.  It is exciting to think of her future, believing she will continue to succeed…believing in her.

    For a little bit we find ourselves able to rest and to take in all the good around us. A happy Elizabeth, therapies and school that fit her needs, and some much needed peace.

    The journey continues….

    -Michele Gianetti

    Michele writes for TalkTools Blog every month about her experience caring for Elizabeth, her daughter with Sensory Processing Disorder and Dyspraxia. Follow her story since the beginning here.

    Read more →