Blog 56 - Tears of Joy for Jessica

Jessica has just finished her first year at mainstream school, called Prep here in Queensland. Last year we deliberated and deliberated and mulled over and stressed over what to do with her - would we put her in the special school, in the mainstream school or a bit of both. Sitting on the fence seemed the safest thing to do and we put her in both schools to begin with. By the second week Jess had told us by her behaviour that she did not want to go to the special school (school refusal big time!), so we put her full-time in the mainstream setting, praying that she would be ok.
She was more than ok. The other children in her class adored her and fussed over her, her speech developed, and she understood and participated appropriately in the school setting. The only real problems were that she would run off (the rest of the class were also very good at keeping on eye on this as well) and she would not get out of the sand pit or playground. Also towards the end of the year she would avoid tasks she thought were too hard. These behaviours meant some management strategies e.g. locked doors, counting to allow her processing time. and visual signs for Jess. Kindness but also rules with consequences/rewards were needed. She understood time out and didn't like to go there! Academically she was at the bottom of the class with another child, so at least she was not alone.
Jess was verified as being intellectually impaired which meant she would be able to receive extra help.
A few weeks ago we went to see her perform in her end of year school concert. She amazed everyone with her performance - she came right to the front, and knew all the words and actions.
Tears clouded my eyes - 5 years of pent up emotions came to the fore. My little girl who I had all those fears about when she was diagnosed, was just like the rest of the class....she was just like a regular child.
Here is the youtube video for you to see. I am a very proud mummy!

http://www.youtube.com/watch?v=1zh5wU2MpOE

Jess is awesome.

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