>My part of the Compassion Project

>The Compassion Project is an art project, a mosaic, made by students all over our fair city.

The Compassion Project inspired discussion, thought, and potentially acts of compassion.
Students decorated tiles to become part of a large mosaic. Teachers could volunteer to decorate a tile for the mosaic, too, so I offered to make one. Mine is still sitting, blank, in the kitchen. I have ideas, but I’m still struggling with the details.
I really want to emphasize visual and hearing impairments, disabilities. I thought about incorporating more disabilities into my 6″ x 6″ tile, but decided to keep it personal and stick with what I know. I can’t use La Petite’s “Touching Words” photo; I would need to take my own picture. Another idea: I could create a border using the word compassion in Braille. We have a Braille embosser and a labeler, too; the Braille border would look good.
But hearing impairment is harder to portray as visual art. I could use American Sign Language, finger spelling the word compassion, but finger spelling isn’t really accurate. The true sign for compassion would be an active sign, incorporating motion that won’t fit on a small tile in a mosaic. A photo of hearing aids, side by side with the Braille? Maybe, but that seems lame. There must be something better.
A quote might be nice. A quote in the middle, surrounded by a Braille border spelling compassion or rewriting the quote itself, could be effective. Maybe the quote could reference hearing impairment.
There is Helen Keller’s “Life is either a daring adventure or nothing.” It’s a good sentiment, but the quote is overused. I’d rather find something else.
Here’s one from actress Marlee Matlin: “It was ability that mattered, not disability, which is a word I’m not crazy about using.”
Then there is “Why are you trying so hard to fit in when you were made to stand out?” I saw this first in DeafMom’s blog. She tells me it comes from the movie What a Girl Wants.
I’m looking for a way to represent hearing impairment on a 6″ by 6″ ceramic tile with a Braille border. Simplicity is good; it will be part of a mosaic with hundreds of other identically sized tiles, each illustrating compassion in some way. My tile can stand out or blend in. Ideas, readers?

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>Money Management and Teens

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My “kids” are growing up and handling their own money, when they have it. The recession and its credit bust, especially the sub-prime mortgage crisis, made me think again about the importance of growing up money-smart.

La Petite had to manage her budget as soon as she moved into a college apartment. We paid the rent, she split the utilities with her roommate, and she and her roommate handled the daily expenses such as food, toilet paper, and cleaning supplies. Oh, yes, I almost forgot – and bunny food and litter box refills.

La Petite had a summer job when she was in high school, babysitting a young girl during the parents’ workday. She worked at a big box store’s garden center when she was home from college. These jobs provided a chance to develop a work ethic and a chance to handle a bank account. Her checking account is held jointly with me – mainly so I could handle deposits and withdrawals while she was gone to college in a different city.

Amigo’s situation is a little different. Teens on the autism spectrum sometimes have a hard time understanding the value of money. He has a bank account (again, jointly held with me, the mom-type person), and uses his own money for a few things. He doesn’t have rent or food expenses because he lives in a dorm weekdays, so we parents have to give serious thought to finding ways to help him learn to handle money.

Money management practice needs to be authentic. Playing games, holding discussions, and teaching him scripted money lessons are not very useful. He needs to plan the shopping trip, load his wallet, and go. Last weekend he took his girlfriend to McDonald’s. Simple, yes, but a perfect way to find out how much a fast food meal costs and decide if it’s a worthwhile use of his dollars.

Debit cards and especially credit cards can strike fear into the hearts of parents of teens. American Express PASS program can help. A PASS card is a reloadable prepaid card that parents can obtain for their teens. It looks like a credit or debit card, so teens won’t stick out socially by having a “different” card in their wallet. Since it’s prepaid, there is no danger of overspending. The Amex PASS card is accepted anywhere that takes American Express. Parents have control over loading funds, monitoring spending, and even disabling/ enabling the use of ATMs if necessary. Gradually weaning teens from the parental control, letting them make small but correctable mistakes, can be part of the learning process.

My teen is 18 going on 19, older than the target age, but this kind of card would be a useful tool for him. He could learn to keep track of his money online, a more accessible option than a print statement (he’s blind). He couldn’t overspend, so we’d need to talk over budgets and priorities before hitting the stores. Timing is good right now, too; Amigo loves Christmas and everything involved, including gift shopping.

American Express PASS card has made me think. And when it comes to teaching money management, thinking is an important first step.

I wrote this review while participating in a blog tour campaign by Mom Central Consulting on behalf of American Express and received a gift code to thank me for taking the time to participate. I did not receive an American Express PASS card as part of the review process; they provided the information and the link to their web site. Check out the site; it’s easy to navigate and full of useful information.

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>A radio – or a radio?

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The first thing Amigo does when we enter a hotel room is follow this routine: take off his shoes, stretch out on a bed, and fiddle with the clock radio. He did this on Sunday night, but all didn’t go as planned. Instead of music or news, we kept hearing frogs. And crickets. and babbling, bubbling water.
“Mom, how does this work? Can you help me get real radio?” This from the teenager who can figure out just about any electronic device, despite being unable to see it or read the labels.
Well, I took a closer look and found this:

The “Listen to” section was set to Brook. We had options of Ocean, Wind Chimes, or Music/Radio. If we used the clock’s alarm feature, we could choose to wake up to a standard buzzer, a high pitched bell, cathedral bells, or radio. I showed him the buttons, and he figured out what he needed – a country music station. Of course – we were on a trip sponsored by Wisconsin Public Radio, and he was listening to Country.

Somehow, in the process of exploring all the buttons, Amigo must have set the alarm. Around midnight the buzzer sounded. In his sleep – he remembered not a bit of this the next morning – he rolled over, turned it off, and made himself comfortable again.

Then we went back to sleep, eventually waking up to (drumroll) Amigo’s talking clock and its rooster alarm.

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What is Normal? Who is Normal?

“But you seem so normal!” It was a phrase in a post from Deafmom, a post she titled “You’re not really deaf, are you?” This one got me thinking – a dangerous pastime, I know.

Normal = neuro-typical, non disabled.
Normal = typical, following the norm.
Normal = expected, unsurprising.
Normal = cool forehead, no fever.
Normal = just another sheep following the herd.

Is Normal good or bad? Is Normal something in between? Is Normal a comfort level, don’t rock the boat, or is Normal that’s-the-way-we’ve-always-done-it?

  • Does Normal have an IEP (Individualized Education Plan)?
  • Does Normal need an adapted cell phone?
  • Does Normal stay in the background or insist on action?
  • Is Normal pink, red, or mauve?
  • Does Normal get on the right track, just stand there and wait to get run over?
  • Does Normal slow for yellow lights or speed up?
  • Does Normal walk to school or take her lunch?

The last one is the really telling question. “Normal” in the sense of non-disabled or neuro-typical is a label that doesn’t really make sense. It implies that the disabled person is someone out of the norm, out of the mainstream, off the track. It implies that the person with a disability isn’t one of the crowd, sticks out, doesn’t belong.

“Normal” doesn’t need to go the way of the R-word (retarded). Normal is, after all, a city in Illinois. But all of us, not just the so-called Normal folk, need to think before we speak. Telling a disabled person that they are not Normal is inaccurate, hurtful, and just wrong.

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>Good fiction featuring characters with autism

>Parents and teachers of children with autism, friends of people with Asperger’s, people who know the ropes and recognize the characteristics will appreciate these books. Some intentionally include characters with autism as major or important supporting characters. Others feature characters that fit so precisely on the spectrum I have to say it.

The Curious Incident of the Dog in the Night-time
Imagine a novel with chapters numbered in prime numbers. That’s just one unique twist in British author Mark Haddon’s Curious Incidentof the Dog in the Night-time.

The Truth Out There
I read this book aloud to my sixth grade class a few years ago. The computer game element, the potential for alien sightings, skateboarding and other age-appropriate elements all make this mystery a page-turner. Asperger’s Syndrome is an important piece of the puzzle.


Al Capone Does my Shirts
This Newbery honor book reveals the impact of autism on the entire family and the challenge in seeking appropriate educational placements and services. The historical element of the story lends an interesting perspective because autism wasn’t a known diagnosis at the time. The parents just know their daughter needs help; a lot of specialized help.


Rules is another Newbery honor book that depicts the impact of autism on a family. By noted author Cynthia Lord, Rules is written in first person from the perspective of the disabled child’s older sister. An interesting character in this story is another disabled young person, and the plot twists tightly as he find his place socially with the neurotypical and non-disabled students.

The Art of Keeping Cool
Set on the east coast of the U.S. during WWII, The Art of Keeping Cool involves two high school boys, an authoritarian grandfather, and a German refugee artist. The main character’s cousin Elliot shows so many autistic-like traits that I’m certain a real-life Elliot would be on the spectrum. An “aha” moment for Elliot is the day he realizes his actions have an effect on others. Until then, he thinks only of his own small circle, his own perspective on life.


Silent to the Bone
Elaine “E. L.” Konigsburg wrote a thriller in this one. Older brother Branwell loses the power of speech when his baby sister is seriously injured and blame falls on him. This isn’t the part that suggestions autism, however. Branwell’s character traits before the tragedy and his inability to cope suggest Asperger’s. It takes a close friend to see through the silence and find a way for Branwell to communicate and help himself.

The Silent Boy by Lois Lowry features a non-verbal boy as the title character. An asylum for the insane looms in the background as a young girl learns to accept and reach out to the boy in the field, the one who despite his disability loves animals and takes care of babies of all breeds – or tries.

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>Good readings in autism

>If you bring up Asperger’s Syndrome, someone will probably ask if you’ve read The Curious Incident of the Dog in the Nighttime. Read it; it’s good. However, it’s fiction. I’m focusing more on nonfiction today.

Chuck and I were traveling to pick up Amigo at camp when we heard Lianne Holliday Willey on NPR talking about her book Pretending to be Normal. We knew we had to have it. The subtitle is “Living with Asperger’s Syndrome,” and that’s exactly what the book is. Lianne was a resilient child, but a unique and quirky one. She didn’t realize exactly why she was different until her daughter was diagnosed with Asperger’s and she realized she was on the spectrum herself. Pretending to be Normal is insightful and articulate, a peek inside the experiences and feelings of an adult with Asperger’s Syndrome.

Look me in the Eye by John Elder Robison is another memoir that lets people get a glimpse of how someone who appears different can also be highly intelligent and successful professionally. John Elder, as he was nicknamed in his youth, describes living the high life with the band KISS (he was a creative engineer with the band) and living in near poverty in between tours. He marries, divorces, but stays on good terms with his ex-wife and children. His memoir shows how a strikingly creative and intelligent person can run afoul of a rigid school system, develop unique relationships despite social awkwardness, and eventually recognize and seek treatment to come to grips with his autism. Look me in the Eye is fascinating, and not only for the backstage tales of rock and roll special effects.

Unstrange Minds is a tougher read, but well worth the time. Part clinical explanation and part personal story, this book explains the skyrocketing numbers of autism diagnoses better than anyone else I’ve read.

Send in the Idiots, another memoir by an adult with high functioning autism, initially turned me off because of its title. I was glad I read it, though. As Kamran Nazeer sought out his former classmates and described their successes and failures, he also faced his own uniqueness. Some parts were hard to read not because of any weakness in the book, but because being mom to a teen with Asperger’s, the situations made me worry. The title doesn’t actually refer to the students by the term “idiot,” but quotes an echolalic phrase spoken by a classmate.

Each book is worth the time and effort. I bought all four over a span of several years because I wanted to take my time reading each one thoroughly without the constraints of library due dates. Owning books like this also allows me to go back and read portions at my leisure, rereading as needed.

Readers, I focused on autism. Can you recommend other books from the perspective of people with disabilities or people with disabled family members? Blindness, hearing impairment, otehrs…list them in the comments, please! I eagerly await your suggestions.

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>Celebrating (Dis)Abilities

>My community stages a celebration of sorts every year. They call it Celebrating Abilities. The weeklong project includes special events, concerts, presentations, and speakers to the tune of disability awareness.

And I got to thinking. Could I do that? Could I speak to groups about living as a hearing impaired professional? I don’t fit the stereotype of an under- or unemployed disabled person. I don’t sign, although I’ve considered learning. I get more use from strategic use of hearing aids and increasing lipreading skills.

When I taught at an elementary school that housed the program for deaf and hard of hearing students, I found myself in the position of role model. When I showed the class my hearing aids on the first day of school, my three hearing impaired students sat up straighter in their chairs; their teacher was one of them. The lone girl in the group was thrilled to see an adult woman with a hearing impairment – a college graduate and full time professional.

Many years later, I’m teaching in a different school – one where the families and teachers are less understanding of my disability. I’ve been thinking of designing an empathy style activity for students and staff where they get to sample and experience various disabilities.

The empathy piece is important. Children are often more accepting of differences than grownups. A teacher friend used a cane to support her as her MS progressed. She explained her condition to the students, reassured them that it wasn’t catching, and all was well. No one harrassed her for using the disabled parking space, for walking slowly in the hallways, or for using a cane in public.

One principal used to come in and talk to my class each year, cautioning them not to try to get around me because of my hearing. She compared that kind of behavior to knocking a wheelchair down the stairs or kicking the white cane out from in front of a blind person. She was credible: her word was law in the schoolyard and school building. I handled my share of student discipline, but they didn’t dare take advantage of my hearing loss.

I hope that the next generation of students won’t even think twice about taking advantage of a disabled person, teacher or not. I hope that the children I teach now will take it in stride when they know someone with a disability, whether they be a teacher, coworker, neighbor, or relative. Familiarity in this case builds comfort, and comfort builds respect.

If respect for each other increases as a result of celebrating abilities, it’s all right with me.

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>Families in Crisis

>A dear friend and fellow blogger is in crisis and needs assistance. You may know Margalit from MidCentury Modern Moms. She has twins the same age as my Amigo, both fascinating yet challenging children.

Her son is in the hospital, seriously ill. As she deals with this, she has other major financial crises that far exceed her savings.
Her car, left in Maine, is being declared abandoned unless she can raise the $1,000 to go get it.
The landlord has threatened to evict the family because of a broken window – a cost of $700 to repair, money they do not have.

Please consider donating to the family through Paypal using the button below or in the sidebar. Margalit is a proud and strong woman; she would not ask for help if she weren’t desperate. Small amounts add up; don’t hesitate to make a small donation.

drownbig

Margalit has been very supportive for me during IEP conflicts and other issues. She is an intelligent and decent person; I’m offering help because I know her and trust her.

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>Nonconformity and Being Remarkable

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There’s a definite nonconformist streak in me. On the surface, I may appear ordinary, but when I saw The Art of Nonconformity and its 6 Ways to Change the World, I subscribed to the RSS feed immediately. One of the recent posts asked about being “remarkable,” and I couldn’t stop thinking about it. The suggested criteria for being remarkable were edgy, yet accessible.

To be remarkable means:
You do work you enjoy that also makes a positive difference in other people’s lives.

I teach. I’m not an award winner, I’m one of many, but I’m one of many who make a difference. I know that I might make a small difference to some, an average difference to others, and if I’m lucky, a big difference to a few. Yes, I enjoy my work. There are times, though, that I don’t enjoy my job. To this statement, I answer yes, but a qualified yes.

You complete your education (high school, college, university, graduate school, whatever) because you want to, not because you feel like you should.

This one is a little more difficult to address. I completed my degree and then went back to school to add the specific classes that I needed to earn an elementary teaching license. Yes, I did it because I wanted to do it. However, in a field with stringent licensing requirements, there wasn’t much – really, there wasn’t any choice in the matter. To earn my license, this was the road I had to travel.

Helping others is not something you do as an afterthought. It is a central part of who you are, just as doing what you want is.

I took these statements in the order they came, which was also in order from easiest to hardest. No one goes into teaching for the “summers off.” In my field, work doesn’t end when the bell rings. We spend extra time planning, assessing, evaluating, and more. My schoolbag is heavy on weeknights and heavier on weekends – unless I plan to spend part of the weekend in my classroom. Filling out referrals, getting services for kids who need more help than I can give, and working with counselors and social workers are all tasks that come outside my workday. Helping others is ingrained in all educators, all the time.

When it comes down to the crunch, though, choosing my own path is rarely an option. My disability doesn’t fully block my personal journey, but it creates side trips. Hearing impairment is both costly and mentally challenging. Hearing aids and their related testing and services are not covered by health insurance. Learning to lipread and educating those around me are ongoing responsibilities. I can only hope that as hearing impairments become more common in the mainstream, people I’ve taught will use those adaptive skills as they work with others like me.

Family needs affect the route, too. We’re truly the sandwich generation, responsible for our children and our parents. Paying college tuition for one child, working out IEPs for another, helping parents move out of homes and into condos or apartments, the list goes on and on.

These are important tasks, all of them. If I rephrase the last statement, it maintains its meaning while being more realistic for my life:

Helping others is a central part of who you are, part of your daily life. The choices you make reflect that outlook and philosophy.

Remarkable? Maybe, maybe not, but I’m on the right track. Let’s get that high speed rail installed so I can make more progress!

Thanks to Chris Guillebeau at AONC for the thoughtful inspiration behind this post.

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>A Phone for Amigo

>Amigo is ready to have and use a cell phone. When La Petite and I got our first family plan, we had simple Panasonic phones with slightly raised buttons. Amigo learned to use mine, knowing which numbers in the phone book needed an up arrow and which needed down. Whenever we traveled, I put him in charge of answering and making calls while I drove.

Then phone technology got fancier, and the buttons became smoother, feeling like one with the phone. Cute, aren’t they? Not so much for Amigo, who is blind. He needs to be able to feel the buttons and find the right numbers to dial. He doesn’t need texting, games, or a camera in his phone. He would, however, enjoy a decent ring tone.

We looked into the Jitterbug. It has a nice handset, operator assistance, and other features that would be useful to him. No cool ring tones, though, a disadvantage for a teenager.

We took him to the AT&T store to check on adding him to our family plan. None of the phones were ideal, with an easy keypad for a tactile user. The clerks knew nothing about speech activation options, and they kept trying to point us toward phones with what they thought were “large” screens, even as we said, “He reads Braille. He can’t see this.”

This seemed to make our decision: the Jitterbug. Then we asked Amigo’s mobility teacher for his opinion, and things got much more complex. He sent us comments and suggestions from blind travelers. Consider the following:

  • Owasys 22C, a screenless phone with audible caller ID” (and more) which might work with our current provider
  • A fairly ordinary Nokia with Mobile Speak screen reader from AT&T. Mobile Speak was $89 if ordered with the phone, a discount compared to buying the program on its own. The Nokia N75 is not difficult to use and it can be used with voice dial if you prefer.
  • Another visually impaired traveler suggested that a standard cell phone “…can now be set up so that the person wanting to call can push one button and say for example “call Joe Grow” or Call “444-4444” and a digital voice will respond “Did you say Joe Grow” or “did you say 444-4444. When you answer yes, the digital voice responds “calling Joe Grow” or “calling 444-4444″ and the number is dialed. No need to voice train the thing at all.”

Now what? We’ve been sitting on this information since August, hoping something would jump out at us in suggesting “This! This is the phone for your blind teenager!” No such luck; we’re still dithering.

Ideas, people? Links for us? Amigo is very articulate, a good communicator. I know he’ll use the phone and use it well, and he won’t text while driving!

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