she sure is. -----Original Message----- From: Pam [mailto:[log in to unmask]] Sent: Monday, April 08, 2002 9:15 PM To: [log in to unmask] Subject: Re: Living On Own Wow Beth, you're good! Pam > Make them define inconsistent for you. Especially, if they use the term > "behavior". They should be giving you more specifics (again, it's the law). > How long can he sit to use a switch, what size switch, how is he positioned? > How do you have him positioned at home during switch use? Take a pix to > show them. Are they making him sit when everyone else is up and playing? > Are they getting switch use embedded during normal activities, such as "Hey, > I want to eat?" Are the switches tailored to circle time? Is he in his > chair all day or is he in a MOVE or similar program for sitting at eye level > with his peers? Does he have a switch on his chair that says something like > "BEEp, beep, I"m coming through!!!" You know just like they other kids his > age would say? Are they using a male or even better a young boys voice on > his switches? Is everyone else still working on colors or are they working > on animals? If they put two switches in front of him connected to two toys > can he pick one? Will he pick one you ask him too? Are his toys at school > adapted for him to play with? Can he carry a tray from the lunch line to > the table with his peers? Can he tell someone he needs to use the toilet? > Is the room engineered to have switches he can use such as at the different > centers? How much are projects adapted for him? Is he allowed to get messy > with the other kids? > > You don't need to answer that but, that should give you an idea. Also, ask > for a preschool curriculum. That should give you an idea of what they need > to adapt for him. > > Hope that helps. > > Beth T. the OT > > -----Original Message----- > From: St. John's University Cerebral Palsy List > [mailto:[log in to unmask]]On Behalf Of Kimberlee Ames > Sent: Monday, April 08, 2002 5:05 PM > To: [log in to unmask] > Subject: Re: Living On Own > > > I agree completely, Pam. I don't know, however, what they should be worki ng > on that they are not. I know that I work with him at home with flash cards > with letters, words, animals, sounds, etc., but I do not "test" him. He > loves this kind of stuff, as well as books. Part of the problem at school > is > getting over the communication problems. He's mostly using switches at > school, and some eye gaze, but because they think he's "inconsistent" in his > responses, they haven't really moved forward. I think that their problems > with inconsistency say more about them than about him. I don't have that > problem at home. I know when to quit a session (when he's tired or can't > focus), and when he's really ready to roll. My biggest fear is that he will > get so frustrated that he will lose his motivation. I want him to want to > do > as much as possible (mentally and physically). > > Kimberlee, mom to Stefan (4) and Alex (9) >