Handout 10: Carla's Story, Part II
Planning for Carla
The Head Start staff had lots of meetings before Carla entered the center-based program. And they always involved Carla's family. There were just lots of unknowns. How, for instance, could Carla go on field trips if it was hard for her to walk?
How could she get up and down the stairs? On and off the bus ? What if her tracheotomy got clogged? What if the tube fell out? What equipment did Carla need so that she could be included in all of the classroom activities? What about scheduling? Who would change her diapers? And how would anyone even know when her diapers needed to be changed?
"These meetings gave everyone a chance to ask their questions," said the director. "Together, we tried to figure out what we knew, what we needed to know, and what extra help we needed. Yes, we were scared at the beginning, but these meetings made everyone realize that there were resources out there, within Head Start and the community, that we could use. We were not alone."
Carla did have a full-time nurse who did the tube feeding and breathing therapy. While the nurse was a big help, she was a bit overprotective. "She almost died when she saw Carla go down the slide," said Carla's teacher with a smile. "But we worked with her, helping her see that Carla sometimes needed to take risks and that it was important to let go."
While the nurse was there to provide for Carla's medical needs, staff realized they needed more help. And they got it. The school district agreed to pay for a full-time aide to work with Carla as well as other children in the classroom.
Carla also received lots of therapy. Twice a week, she worked with an occupational therapist. One day a week she worked with a physical therapist. Two days a week a speech therapist worked with Carla to teach her to sign and use a communication board. Staff attended workshops to learn how to sign and use a communication board as well.
Some things that we thought were going to be problems just resolved themselves. Carla didn't need a wheelchair to get around except when the class went on field trips. Special ramps weren't needed. The nurse changed Carla's diapers. The program ordered special sand that wouldn't clog Carla's tracheotomy from an artist's studio. Other things were more difficult. Carla didn't like being pulled out of the room for all her therapies. She didn't want to miss out on story time or free play. The disabilities services coordinator worked with service providers, urging them to provide Carla services within the context of the regular classroom with other children as well.
Planning was certainly not a "one-shot deal." Rather, it was an ongoing process that changed over time, just as Carla changed and grew over time. Staff used a revolving notebook to communicate with Carla's parents. Each day, the teacher used the notebook to record Carla's progress and things she needed to work on. Carla's parents then had a chance to share their ideas, concerns, and possible solutions.
Over the course of the year, Head Start staff learned a lot from Carla and her family and from each other-about determination, about how to work with lots of different professionals, and about the planning that's involved to make it work.
Next fall, Carla will be attending kindergarten at her local public school.