Week Two

As Katie reaches three years old her mom has decided to go ahead and enroll her in a public pre-school.  Before Katie begins, Crystal meets with Katie’s education team to take an active part in developing Katie’s Individualized Education Program.  Katie’s team consists of her mainstream teacher, her special education teacher,, a speech therapist, an occupational therapist and a physical therapist.  Together they go over Katie’s current level of performance, annual goals, participation in mainstream classrooms, and participation in assessments and a tentative schedule of when and where all these things are happening.  They also explain that although Katie does not seem to need any learning assistive devices now, if in time they find she would benefit from a certain device it is the responsibility of the school to provide for it.

During Katie’s first year of pre-school her behavior becomes much more manageable with the help of the education team.  By the time she is four Katie starting to grasp the idea of potty training and making obvious attempts to use the bathroom. Later she begins being able to dress herself with very little help from Crystal.  Katie’s communication skills are also making drastic improvements. She is beginning to say more complex sentences with multiple words.  Most of Katie’s words are intelligible.

At age five Crystal begins preparing for Katie’s entrance into Kindergarten. She again sits down with Katie’s education team to come up with an updated IEP.  The professionals explain to her that at this point in Katie’s education, her goals will be very similar to other children her age. Most of the focus will be placed on growing social, communication and personal independence skills.  Her academics will be tailored for her in the special education classroom where she will get more individualized attention and work at a slower pace. 

Crystal is nervous but also very excited about Katie entering kindergarten.  Crystal has decided to take the time that Katie is in school to put towards getting her GED. She realizes that as much as Katie is going to be able to accomplish n her lifetime, she will most likely always need some form of someone caring for her and Crystal is going to do her best to give Katie what she needs. She plans on finding a vocational program after earing her GED, so that that can gain decent employment and move out of the volatile living situation she shares with her parents now.

One major concern Crystal is having about Katie, is that she is rapidly gaining weight.  She takes her to a nutritionist where she learns that people with Down syndrome are prone to obesity.  The nutritionist sets up a diet plan and encourages Crystal to get Katie involved in some sport or activity. She also makes sure they are clear that Katie’s diet has everything to do with maintaining a healthy weight and lifestyle, and nothing to do with appearance.

Crystal finds a recreational soccer club that said they would welcome Katie onto their team. Even with the kind invitation, Crystal is worried that other kids will get frustrated with or make fun of Katie. Katie is a very sweet sensitive little girl and Crystal is afraid they will hurt her.

Decision Point: Does Crystal take the risk and put Katie on the soccer team?

Questions:

1.     What athletic activities are available specifically for kids with disabilities like Katie’s?

2.     What programs or resources are available to help the kids on Katie’s soccer team better understand Katie’s disability?

3.     Sometimes healthy food is more expensive, what are some resources for providing affordable healthy meals to Katie?