Hamilton County ARC

Here's the link for Hamilton County ARC ...http://www.archamilton.org/ for help with advocacy.

Cincinnati Agenda 360

A civic engagement meeting ...


Greater Cincinnati is at an important crossroads. Our region is endowed with exceptional resources, yet there is no clear cut comprehensive picture for using them to achieve continued social progress, economic prosperity, and community building.

Please come to this meeting to make your voice be heard ...

When: January 31, 2008
Where: Hamilton County BMR/DD Support Center at 1520 Madison Road
Who: Individuals, parents/family members, providers and staff

Register with John Romer at 559-6720 or write John.romer@hamilton-co.org

While You Were Way

Dear Dr. King,

Just last year, my sister came home wondering why everyone laughed at her when she asked, "Am I African-American?"

I don't understand, either, why the teacher also thought it was funny so much that she did a "all right class, let's show Lily what African American means" by asking the students to stand up if they were "African American."

The teacher thought her question was so funny, she made a point to call my Mom about it later that night. She was surprised she would say something so absurd in a classroom. To think, to ask a question in a classroom seemed out of sorts to this woman.

"Generally she's cooperative and helpful in the classroom," I heard her say as my Mom put the speaker phone on followed by a "I didn't know Lily was such a crack up."

My mom said to me quietly cupping her hand over the receiver that she could smell the teacher's peppermint breath.

My mom asked "Well ...what do you mean?" pretending not to know anything, offering the teacher her a chance for final redemption.

"Oh.... it was the funniest thing really ..." she went on ending with "she's such a sweet and cooperative kid, I was just so surprised that she would ask a question like that. Surely she's made that connection."

I don't remember exactly where the conversation went after that but it wasn't too long before my mother said, "nice talking to you and good bye." But can you imagine, Dr. King?

Can you image a child asking a question in a classroom? A question "like that?" What does it mean?

Is it so hard for a teacher to imagine a child growing up in world not knowing about prejudice or labels? A teacher who cannot imagine a child growing up in a world who doesn't see black or white? A teacher who cannot imagine a curious child exploring a world without experiencing physical barriers?

Who teacher who cannot imagine a world that embraces each other's differences instead of valuing only what we share in common?


Your's truly,

Elisabeth

CONTACTING ELISABETH'S MOM ...

HELLO,

PLEASE FEEL FREE TO USE THE EMAIL ADDRESS LINK ON THIS SITE TO CONTACT ME; HOWEVER, I CANNOT RESPOND UNLESS I KNOW YOU'RE A REAL PERSON.

SO PLEASE INCLUDE IN THE SUBJECT BOX SOMETHING MORE THAN "NEED HELP." TRY TO BE SPECIFIC:

"NOT SURE NAME OF SCHOOL IS FOLLOWING THROUGH ON IEP"

"QUESTION ABOUT ASD METHODOLOGIES FOR IEP"

"SCHOOLS IN SW OHIO WITH GOOD TRACK RECORD"

"LOOKING FOR INTERVENTION GROUPS IN COLERAIN"

THANKS,

ELISABETH'S MOM

The More They Stay The Same: Part Two

After listening to Bev recall her first experiences with how limiting the education system was serving our children with speciall needs back in the early 70s, I couldn't help thinking about how things haven't really changed that much really. Sure, our children are more visible in many of our classrooms and out in the community, but for as many who are "included" I see even more who continue to be "excluded" simply because classroom teachers do not have the time, resources, or facility to design a classroom setting that would be inclusionary.

The "special education" rooms we had back in the early 70s are not much different than what we have today for the population of kids who do not develop as their biological peers do in cognition ability. The difference is that children were denied access to education opportunities back then. Today the law says otherwise. And so for the last ten years, schools have been scrambling to make room for our children within their school districts. Some do a great job but most are still struggling financially meeting the needs of their typical developing population.

It's really up to the parent or caregiver to make sure their child is receiving the individualized special education to which they are entitled, not up to the school. And if the school offers a resource room, an individualized education plan that appears to be implement only at the times when an OT/PT/Speech person shows up once a week, and inclusive opportunties limited to "gym, art, or cafeteria" time, then we really haven't made that much progress since 1972.

What is considered a "distraction" in cognition-driven classrooms and our cognition driven society will always be considered a "distraction." Yes, we are still limiting many opportunities for our children in the community because they are still treated as a "distraction." Only until the "distraction" issue is resolved will our children ever be fully included in society.

Bev, you're not really leaving, are you? Because you're not done yet!

Cincinnati Special Education offered at HC/dd or MR/dd Fairfax School 513-271-2313

What is an HCDDS  school, formally known as MR/dd school? It is a school operated by the Hamilton County Develomental Disabilities (MR/dd) and paid by property taxes through tax levies renewed every 6 years. The two remaining schools, Margaret Rost (West side 1-513-574-2372) and Bobbie B.  Fairfax (East side 1- 513- 271-2313) schools offer integrated special education (therapeutic-based) services in an environment designed to meet children with special needs.

How are HCDDS schools different from my district school? The school is therapy-based where adapted-special education classes offered by certified special education teachers and staff in all areas; there are physical, occupational, speech and behavioral Therapists on site; a nurse is available at the school at all times to deal with medically fragile children, seizures, and feeding issues. Every part of each building is accessible and has specialized equipment (communication devices, sensory rooms, enclosed outside play areas, life skills equipment). Children socialize with their "like-peers" during the day through integrated therapeutic-based programming.

Why do we still have "special" schools since the schools are required by law to meet our kid's needs? Schools are required by law to provide a free individualized special education for our children with severe developmental delays and high needs. But for many schools struggling financially, they still do not have resources facility, staffing, expertise, and related methodologies at their school to uphold the law.

The reason why we still have HCDDS therapy schools is because there is a growing need for it in the community. Many school districts cannot duplicate the integrated-ongoing therapies, professional staffing, space, and inclusion experiences that  children receive through HCDDS therapy schools.

Many of our children's IEPs cannot be fulfilled in classroom environment promoting cognitive-learning where math, science, and reading is emphasized. Many of our children follow a different education plan, based on their individual ability. For them to learn according to their special ability, it requires a special environment to make that happen.

Therapy schools provide the environment that foster learning based on our child's individual needs, not based on what their peers are doing. Therapy schools also provide a cost-savings to the community since the 22 district schools in Cincinnati do not have the financial resources to design their own.

Isn't my school district required by law to provide individualized special education services for my child? Yes. The law is written to guarantee the "individual" rights of the "individual" child with the "individual" disability. In the event the school district cannot provide a proper environment that allows the child to develop according to their ability,  they must offer an alternative through "continuum of alternative services." In Hamilton County, Ohio, there are two schools that focus entirely on providing "individualized" special education for children.


Doesn't IEP (Individualized Education Plan) have to be implemented at a district school? Absolutely not. IEPs state how and when our children will be measured for progress based in their individual ability, but we cannot assume it will always be implemented at the district school. Within the past 7 years, the Ohio Department of Education mandates make it "appear" that we have no choice, but if we go back to the federal law which absolutely guarantees our children's right through "continuum of alternative service" you can make a case with the school district if the school cannot accommodate your child's individualized needs while pursuing his or her individualized special education. (Note: Parents and caregivers also use this clause to home school their children when the school districts cannot accommodate their needs.)

The "individual special education" means exactly that. It is based on what your child is able to do according to his or her ability. For example, if your child's brain is not "wired" for math, science, reading comprehension, but shows potential for something else, an IEP plan can be written focusing on that "something else."

If it is not clear what your child's cognition ability is, then the school must offer psychological testing to help identify areas where there is potential. The whole point to having an IEP is to fulfill by law their right to a special education based ON HIS OR HER INDIVIDUAL NEEDS. It is not based on what the school offers.


IEPs and alternative assessments are currently being abused by many of the schools offering children nothing more than "babysitting services" instead of providing the INDIVIDUALIZED special education (based your child's individual ability) to which your child is legally entitled. Some families think their child is being "included" in the classroom but most times they are pulled out and sent to a "resource" room or roam around the halls with an aide.

An IEP only states how many times something is done and measures progress, but it is not an indicator of the big picture or what your child is doing the rest of the day at school. Find out what your child is doing in school if they are not expected to work at the level same as their biological peers. If you can't get any answers from the school, then call one of the numbers listed below and file a complaint.

How do I include the "where" in my IEP? Look at the district school and imagine how your child will be included at school. The question I always ask is whether this environment will hinder or enhance success for my child based on her unique ability.

The IEP should show how the curricula will be fully adapted by a certified special education teacher. Listed on the IEP should also be the appropriate adaptive equipment and assisted technologies that he or she will need to succeed. If your child receives alternative assessments and is not required to follow curricula, list exactly how he or she will develop according to his or her own ability. Start making several goals for skill development in the area of communication, motor, and fine motor.

Example:

Fine Motor: She will be provided stimulation to wiggle her fingers or move wrist. She will hold a toothbrush, spoon, pencil, paintbrush in the palm of her hand for 2 seconds at a time daily without dropping. She will bring hands mid line through assorted activities daily. She will bring object to mouth using adaptive equipment. She will hold cup while drinking and place it on table afterward using adaptive equipment. She will scoop with a spoon using adaptive aide. Providing assistance, she will cup her hand to open a door, a cabinet door. Using adaptive button, she will turn on/off various things like lights, radios.

Communication:
She will make choices between drink and food using talk tech. She will chose plastic chains or scarf with using talk tech. She will vocalize while singing. She will track an object moving in front of her for 3 seconds. She will make the "B" sound while playing ball. She will respond to command to "pick up" object using an adaptive aide. She will communicate pleasure or displeasure of read aloud books, songs, and activities offered by teachers.

Gross Motor: She will use her gait trainer to move around classroom at will. She will sit up in class yoga style for 5 seconds without falling over. In supine, she  will use her hands lift her self on her elbow. She will cross over reaching for something located on the opposite side. She will raise her arm above shoulder height to reach for an object.

Now. think about the best location and opportunities where these skills or abilities listed on the IEP can grow. Everyday. Think about the best environment to develop a skill or for an ability to emerge. Think about an environment that will drive the success so the goals on the IEP will be met. Is it place clear of distractions where the focus is your child? Is this a place where the child will receive encouragement and support? Is it a place that offers sensory stimulation through activities that are age appropriate and developmentally appropriate? Is it a place that lends creativity, expertise, time, space, and opportunity for the child to be challenged on a daily basis? Is it an environment that will allow the IEP to be integrated creatively everyday so the child can succeed?


Why should I consider a HCDDS school for my child?

1) If your child has not made progress in his or her area of ability or skill development or if "ability" or "skill level" has not yet been defined or identified by the school.

2) If your child is in an environment that does not provide opportunities for him or her to develop skills according to their own ability.

3) If your child is already excluded most of the day from his or her biological peers due to his or her disability.


An HCDDS school focuses on the INDIVIDUAL child's need according to their ability. In HCDDS schools, the children have many opportunities to interact socially with their biological peers.

How do I get my child enrolled at an HCDDS school? First, make an appointment to see the facility. Go with a child advocate who specializes in special education rights. Write down how the environment is different from what is offered through your district school. Look at the way the classrooms are designed and how therapies are adapted. Look at how the technologies are integrated. Look at how your child will grow in ability and skill according to their personal need.

Look at the big picture or how your child's day will be spent while he or she is there. Unlike the district school, HCDDS  offers INTEGRATED THERAPIES throughout the day so your child's day is filled with therapeutic activities where they can grow everyday in their individual area.

Next, ask for a meeting with your school representative. Ask how the school can "incorporate" the same physical space, activities, environment, integrated therapies, opportunities to socialize, and methodologies found at HCDDS into the district school.

Since most schools don't have the financial resources to make physical special classroom adaptions for your individual child's special education needs, HCDDS can sometimes be seen as a cost savings benefit to the school district. And since you already pay from your property taxes money that funds an HCDDS school, there shouldn't be any issue.

The only issue I have seen is when the school can no longer pay the MR/dd fee to have your child attend there. If this is the only reason given for why your child cannot attend, then you need to file a complaint through the Ohio Coalition for the Education of Children with Disabilities, Bank One Building, 165 W. Center Street, Suite 302, Marion OH 43302 800-374-2806

Ohio Legal Rights Service
50 W. Broad Street, Suite 1400
Columbus, OH 43215
800-282-9181

Procedural Safeguards
Office for Exceptional Children
Ohio Dept. of Education
25 Front Street
Mailstop 202
Columbus, OH 43215
614-466-2650

What if I want my child to be mainstreamed? I don't like the idea of them being excluded from their biological peers? Only when our children match in "cognition" abilities do I see them fully included in the classrooms at the district school. Make sure the curriculum is fully adapted. Everyday.

For our children who do not have this ability, they are not included at their district schools regardless of what you hear. Some spend a good deal of time in a "special resource room" only interacting with their biological peers for lunch or gym class.

The law states that your child is entitled to a special education based on his or her individual ability, not according to the ability of their biological peers or what the school can provide. THINK BIG. Reach for the moon. Look for additional resources in the community to help you develop an education "road map" for your child based on his or her environment. An IEP is like personalized "road map" for your child's special education  so make sure the "road" and "vehicle" are properly designed to meet your child's special ability.

Many parents get hung up on that "inclusion" issue and trade away their child's right to a free individualized education according to ability just so their child can be around "typical kids."

Personally, had I taken that road, my child would have never developed in her own personal area of communication and motor ability. It was amazing the progress she made at HCDDS schools because they had the facility and resources to allow her to grow her abilities. As far as the "social" thing, she interacts with her biological peers everyday.

What else do I need to know about HCDDS school in Cincinnati, Oh? It's not for everyone and it may not be a good match for your child, particularly if your child is "curriculum track."

HCDDS  serve a population of like peers and offer specialized events and activities activities adapted for the child with very special needs. It's a school where offer especially adapted programs and activities like Adapted Irish Dance Team, Fairfax Singing Fingers, Sitting Teams, Prom and Special Event Days.

For years the two remaining HCDDSchools have prepared people to achieve to the best of their abilities because the staff are trained to deal with challenges our children with special needs face everyday just being who they are.

Bev Smith Is Retiring

The bad news is hearing about Bev Smith retiring after 35 years of devoted service to children with disabilities and their families in Greater Cincinnati. Contact Marlene at 559-6681 if you want to make a contribution in her honor. The good news is that maybe Ms. Smith will have time now to educate our legislators and create an awareness in the community about what our children are up against.

Please don't forget about us Bev!

Putting Our Mouth Where the Money Is ...

Many of our families cannot afford legal assistance to challenge the school districts on least restricted environment and implementation of our IEPS, for example, like this family did:

http://www.nytimes.com/2007/10/27/education/27specialed.html?ex=1351224000&en=b83ce67e65e3eff9&ei=5124&partner=permalink&exprod=permalink

HC/dd or MR/dd Schools in Hamilton Country are Still Open

Many parents are writing asking about the HC/dd formally known as MR/dd operated Bobbie B. Fairfax (513) 271-2313) and Margaret Rost (574-2372) schools serving children with disabilities in Hamilton County, Ohio.

Apparently, these special education-integrated therapy schools are no longer listed on HC/dd resource site. What is there instead is "children services intake."

Parents can access these schools through their school district representative through "continuum of alternative services" if parents and advocates can prove that the district school cannot meet the needs of a child with disabilities.


Please make sure that the IEP is specific to the child's needs including the "environment" in which the IEP's are conducted. If the environment is nothing more than a hallway or crowded classroom with children with varying learning disorders, disabilities, and delays, then parents can ask for HC/dd school where the schools are designed specifically to meet our children's needs. A school where our children are included throughout the course of the day and not rolled in and our of a classroom at whim. A place where a child's special education is clearly integrated through ongoing therapeutic-guided experiences.

If you are not satisfied with what your son or daughter is receiving at his or her district school, please contact me at elisabethssite@yahoo.com. I can help you.

Lucy! Lucy! Lucy!

Here's a photo of Elisabeths studying where jelly comes from ... the same place as wine, salad dressing, etc ...

Peace Concert at the Devou Park

Social Security

I've been getting questions about Social Security lately. It appears a lot of families are experiencing road blocks here, too. I'm sorry that Google could not recover my articles on this. I was lucky to get my URL back.

So, when the kids are back in school, I start looking for those articles from families who have experience with it. I know two families who had to bring their son and daughter to "demonstrate" need after they were rejected.

In the meantime, continue to search through Wrights Law or visit http://www.ssa.gov/pubs/10024.html for more information.

CP EDUCATION SERIES FOR PARENTS OF CHILDREN W/CP

at Children's Hospital Medical Center
Locatioon E
4th Floor

5:30 to 6 p.m. Pizza and social
6-8 p.m. Presentation begins


September 26, 2007 Money Matters Overview of Funding and Resources
Nov. 7, 2007, Teens and Transisition
Mar. 5, 2008 Your Child's IEP
April 30, 2008 Assistive Technology: Creating Possibilities

Register by calling Kari Edwards 513-803-0052/800-344-2462

Child care will be provided by trained professionals and there is no cost.

When Dreams Come True ...

Dedicated to Stephanie Ramos who died at the age of 8 and Danieal Kelly who died at 14 ...

I write these events down because I want to remember every detail. These events are part of my daughter's history. How she came to be in my life. Even though I will never know what her dreams may be , I want her to know that she was a part of my dreams every step of the way. - Elisabeth's Mom

When I was 10, I remembered seeing a young man with a long pony tail, contorted face, and a slim stiff body just barely fitting into a wheelchair waiting in line next to me at an amusement park. It appeared to me he was saying something with an "f" in it while people kept cutting in front of him. I could see what was happening because I was at his wheel chair height.

"I think this guy is in line," I said quietly wondering if I was only guessing or if he was having a medical problem. "Are you okay?" I asked him directly. He flailed even harder. How could all these people in line be wrong and an 10 year old be right, I asked myself after he rolled out of sight.

At the department store I was working while in college, I shared an elevator with a distinguished elderly couple who was pushing their daughter in wheelchair. The daughter looked to be my age. She was wearing pearls, a cashmere cardigan, kilt, and her silky blonde bangs were held in place perfectly with a barrette in sharp contrast to my unkempt permed hair, faded jeans, and plaid-patch-worked shirt.

I asked the young woman, "Is it hard getting dressed in the wheelchair?" realizing afterward how stupid this sounded. Her parents responded with an encouraging smile  giving me the green light to enter into their daughter's space on my own without their help.

I saw her several times afterward each Friday around lunch time. I brought with me a cosmetic counter sample to give to her. The last time I saw her, she was wearing a pair of jeans, permed hair, and plaid- patchwork shirt, and I was wearing cashmere and pearls.

My husband and I bought our first home next to a group home. There were 4 men under the care of health care workers coming and going. They spent most of the time on their deck in back where I could see them sitting, rocking, or pacing, from my kitchen windows. I never put curtains on these windows. My husband built a playhouse for my first born in one of the many trees we shared with our group home neighbors and my daughter soon became friends with them.

At work during a program I was assisting in, I asked a little girl in a wheelchair with tubes running everywhere, if I could take her hand so she could feel the roughness of the limestone and trace the bump of fossilized sea creature from 600,000 million years ago. Somebody in her group said, "she doesn't understand what you're saying" but I took her hand anyway. I saw her eyes tracking my movement.

I remember having the "what if" feeling while my daughter grew inside my body. She wasn't kicking or moving like my first baby. I remember in a quiet moment of prayer and meditation, blurting out "okay, if its going to happen, let it happen," and afterward choosing the name Elisabeth because she was trying to send me a message.

Within the pantheon of Catholic Saints, I picked St. Elisabeth's name because she had connections. She would watch over my child because everyone else up there appeared to be busy watching over other children. The children in Africa, the children in China, the children in America.

When we found out 4 months into the pregnancy that a peanut-size cyst was developing in part of the brain and it would have to be monitored, I asked God for strength and guidance. When the doctors at 6 months saw dilated ventricles, a loosely wrapped bundles of nerves, I started telling my family about the news. Most of them were saying I was being pessimistic and that she would be "okay" but I wasn't asking for their opinion. I was just relaying the information.

Whatever those triggers are that prepare a baby to come out never happened. She was born blue, long fingernails, no reflex. Not even sucking. By the time she was three month, it was confirmed. She was missing her corpus callosum and the folds in her brain were not normal. She was legally blind. She would be severely "mentally retarded."

I joined a parent nurturing infant group to learn the tricks of the trade. I already knew how environment, learning, and human development worked together so it was a cakewalk here. Resonance boards, light shows, beads, massage, patterning, brushing, and toys. She didn't sleep for 3 years. She took naps on and off. Finally, a retired pediatrician who recognized the effects of sleep deprivation on me suggested I get hydro-chloride to help her develop a sleep pattern. It worked. By the time she was 4, she was sleeping through the night on her own. Just in time for her little sister's arrival into the world.

When she was 18 months, I switched daycare because the one I had chosen could not handle her anymore even though they were on the "list." I found a daycare that offered outpatient services so she could receive PT, OT, and Speech on site. So instead of driving around throughout the day, going back and forth to work, I drove one and half hours twice a day. Life was getting easy.

I found 3 strong advocates who helped me identify her strengths and abilities and develop an early education plan for her before I met with anyone at the school. When she was school age ready, I visited classrooms and talked with teachers to see how they could develop her strengths and abilities. I found the perfect school where she would be valued for her strengths and abilities by her peers and teachers. In all honesty, I have not been able to define exactly what her disability is. That I imagine will be determined by others.

I write these events down because I want to remember every detail. These events are part of my daughter's history. How she came to be in my life. Even though I will never know what her dreams may be, I want her to know that she was a part of my dreams every step of the way.

She was wanted and she would be welcomed in our world like all our children should be.

Terry Gross's Interview with Pegi Young ...

http://www.npr.org/templates/story/story.php?storyId=12445969&ft=1&f=13

About 15 minutes into the interview, she discusses the Bridge School and some of the methodologies, ATs, and her experiences when her son transistioned into high school from the Bridge School.

http://www.bridgeschool.org/

The device she refers to in the interview was showcased at the Assistive Technologies meeting recently and if everything goes as planned in Ohio these devices will be available at many of the district schools. As Kristin discussed in this meeting, it is the responsibility of the school to provide these devices.

http://www.dynavoxtech.com/products/

Elisabeth currently uses a talk tech with pictures and voice recording. We received one through the help of the local Elk's Lodge. The Elk's are working on making a donation to CHMC resources & library because the waiting list to train on one took a while. I think right now they only own one.

Let me hear from you about other communication devices that have helped your son or daughter develop in their area of need. And don't forgot about our friend Buckeye Bill up in Columbus....

Here are other links:
http://www.cerebral.org/augcomm.html

Please make sure you fill out the subject box if you have questions in regard to the topic here or elsewhere on this blog otherwise I will not open it.

Pegi Young - Sometimes

See what I mean ... that tempo ... it's slow ... calming ...

Pegi Young's Lullaby ...

I just listened to Pegi Young's album, you know that woman who started the Bridge School in the Bay Area?

Her songs remind me of those quiet-hush lullabies for mothers and fathers who need to be assured that everything is going to work out okay for our children. You know? When we're whirling around in that void and nobody is talking or giving you information or any idea about what to expect when you hear the news that your child is not going to follow a typical developmental pattern.

Pegi has always been the inspiration for so many of us who need to keep moving when we feel like we're stuck or when we feel like nobody is listening and wonder how we're going to get through one more day.

And this Bridge School she started has become more than a school I think. For those of us unable to take advantage of the school itself, the "bridge" she created serves as a reminder about the responsibility we have to all our children in fulfilling their specific needs and the power we have to change the things so they can be included.

It's like she has bridged a value into a society known for not valuing children who develop differently than their biological peers.

Action Alliance for Children

Here's a qebsite with case studies an additional resources about children who succeeded in inclusion environments. Although I can't find any sample IEP's I think it's a good read and filled with really great inclusion ideas...

Why Did the Chicken Cross the Road?

Some of you have noticed a change in tone here on this blog. My anger, frustration, and hang ups don't appear to be the driving force here. Have I changed?

I met a boy a few days ago. His name is Aiden Crane. His father was kind enough to share his story on a blog called the "Useless Tree" and I came away from the experience looking at things a little bit different. For me, connecting with my past to help see the future provides healing. The healing came in the form of the "Tao te Ching" a book that has helped me rediscover myself and how I can be a better mother.

I read this book back in college and had to immerse myself into the history and culture before I could fully grasp it's meaning. I remembered when I first discovered it's origin and the time in which the authors lived. I learned it was written in response to the times in the way all wisdom is born and transferred. A time in history, in all our histories past or present, where people resort to hoodwinking to get things done.

I decided it is overestimated the amount of wisdom that oozes out of a person once they have found themselves the victim of hoodwinking, until we listen to a comedian. The story of Lao Tzu, for example, when Gongfutzi comes calling, is really very funny. You see, Gongfutzi travels a long distance to learn the meaning of life and the way from Lao Tzu, an old sage and presumed to be an author of the "Tao te Ching." Lao Tzu is crabby and irritated by this request.

Lao Tzu tells Gongfutzi something like by the time you find the answer, you'll be dead, so don't worry yourself. I think this is when Kongfuzi changed directions in his life because he couldn't accept this as an answer. There had to be more for him to life, a special path, and as a result he transformed into the person known today as Confucius.

I'm not implying to have any wisdom here on this blog. But it was the connection I made to the "Tao te Ching" and to Aiden that helped me see a new beginning and the value of my experiences as a mother, negative and positive, without compromizing my integrity or the integrity of others.

NICHCY LINK FOR EXPLANATION OF DISABILITY DEFINITION

Visit the NICHCY website to find out if your child is eligible for special individualized education services.