As a public school speech-language therapist, I work with a variety of children who have varying degrees of disabilities which are addressed as part of their individualized education plan (IEP). Each student in some way becomes very special to me and in some way challenges me to be the very best I can be. And I hope the students’ many accomplishments, however large or small, create the warm glow of success within each of them.

One of the most important elements in creating those successes is the way a student’s team of educators, parents, and therapists work together to devise and provide an effective IEP. Consider, for example, the story of Matthew.

Matthew’s Story: Brain Injury Recovery
Matthew, a blue-eyed blonde, active 6-year-old second grader, has been through a lot in the previous four years. At the age of 2, while sitting in his high chair, he choked on a small piece of cut-up apple and was deprived of oxygen for nine minutes. That lack of oxygen caused brain damage to the part of the brain that governs motor skills.

Skills previously in place had to be re-taught to the toddler. First, he had to learn to crawl and walk—easy the first time, not so easy the second time around.

Matthew lost his expressive language skills and had to learn to find his words. He had to learn to eat again, efficiently and without fear of choking. Fine and gross motor skills beginning to emerge were placed on hold as he again learned the basics. Speech, occupational, and physical therapists began working with Matthew to re-develop his lost skills.

Time for School: Matthew’s IEP Path
When Matthew turned 3, he was able to enroll in our school system’s preschool and be mainstreamed with non-disabled children. Through Child Find, Matthew was formally assessed, evaluated, and qualified for special education services.

Matthew attended preschool four mornings a week with speech, physical, and occupational therapists providing services as mandated and outlined in his IEP. Matthew’s parents were instrumental in making sure his short-term and long-term goals were addressed and reinforced at home using notes exchanged each day between parents and school instructors/therapists.

The transition meeting to elementary school included his parents, pre-school teacher, and the therapists who would be providing services. Background information and an update of his initial goals were shared. New goals and expectations were established.

Safety in the classroom, halls, lunchroom, and on the playground was of utmost concern to the school staff and parents. An aide specifically assigned to Matthew was engaged to help ensure his safety at school.

Children Recovering from Brain Damage
Children who have sustained brain damage can, with support and a well-thought-through strategy on the part of educators, parents, and therapists, recover from their injury. Following the program outlined in his IEP, Matthew has now completed two years of group speech therapy. His receptive and expressive language skills are age-appropriate. Minor articulation errors are evident due to some oral motor weakness, but Matthew continues to progress.

Sustained breath control continues to be a goal. Just looking at Matthew navigating the halls, trying to catch up with his line, and getting in and out of his chair shows the many small steps he continues to take along the road of achieving his long-term goal: playing with his friends on the playground and becoming self-sufficient.

He had very successful kindergarten and first grade years due in part to his unending determination to do it “myself,” support at home, and through outside therapies. With his smile and his “I can do it” attitude, Matthew has taught all the staff that he will succeed.

Bottom line: If your child has sustained brain damage, don’t give up hope for his or her recovery. As Matthew demonstrates, although recovery may be a long process and require ongoing support, encouragement, and training, the outcome can be positive.

Resources
Child Find
Provides information and resources related to the earliest possible identification of young children and their families who may benefit from early intervention or education services.
Guide to the Individualized Education Program (IEP)
Detailed overview of IEPs for parents of children with special needs,  from the U.S. Dept. of Education.
Kids Corner
From the Brain Injury Assn. of America, information for and about brain damage in children.

Spring in the schools is an exciting time for parents and students. But for some parents, spring is also one of the most apprehensive times in their child’s school career. It’s a time for transition meetings.

Transition meetings are held for students who already have been identified with a disability as defined by the Individuals with Disabilities Education Act (IDEA), who have a current working IEP, and are moving from one school setting to another.