Archives for category: Mari Nosal

Day 1:    A long term project has been the topic of discussion for the last month.  My fondest hope is to build character and empathy in the children through a donation drive for the homeless shelter. Children learn compassion for fellow human beings through example. Compassion is a positive character trait that that becomes an innate quality. It is carried into adult hood. As children grow and seek employment, the ability to be a team player will be non negotiable. No question, literacy is important. It is a major component of positive assimilation into adult society. The concept of team work and empathy our valuable components as well.

Empathy towards co – workers can avail adults the chance of a successful career. These traits are developed in early childhood. My long term project has a major focus. It will emphasize what power children have when working as part of a team. Children often feel powerless. They often believe they are not capable of achieving anything of worth to adults. Hopefully, by the end of April these children will be equipped with self empowerment skills that will take them far in life. We are designing a giving tree. It sits on the wall by the art center. The children can pick a blank leaf. They may take the leaf home write the item down that they wish to donate to the families at the homeless shelter. When the item of choice is returned to the school, the leaf is placed back on the tree. A box sits by the door waiting to be filled with donations. The parents were asked to let the children pick the item of choice.

Parents may feel that a child’s donation is not the same item they would have chosen. By not coercing the child by choosing the item, parents are instilling choice making skills in the kids. The children are sorting, and packing the items every Friday. I will deliver the items to the shelter. We will add cheery notes and pictures from the school age class to our donation box. The shelter has agreed to let their children respond back to the school age class.  These will be memorable pen pals. Lessons will be learned, and a widened understanding of our world will develop.

I held a circle today to gain an understanding of how much my young charges comprehend about charitable projects.  We have gone over basic concepts such as the definition of a donation, and what kinds of notes we will write to the children. I first asked the children what the definition of a donation is. A child promptly raised her hand. Her definition was quite interesting. The child said a “donation is when we give away things that we don’t like”. This is a direct example of how children assess and scrutinize the adults in their life.

This child was mimicking others in her social circle. I responded by explaining that sometimes we donate things that others need. I added that this is a hard thing to do. We may choose a toy for our project. The child may decide that they would like to keep the toy. However, sometimes we need to realize that we have many nice things at home. The one toy we donate may be the only toy this child will own. Some may see this concept as above a child’s cognitive level. If adults take the time to model and explain, children surprise us with their level of compassion. Sometimes they are more empathetic than adults.

The next topic covered was the content of the pen pal letters. I asked the group what we should write in the letters. One child suggested that we write, “I am sorry you do not have a house”. I gently told the group that it was a wonderful sentiment but perhaps we could tell the children at the shelter about our hobbies, names, favorite foods, etc.  In actuality, the child’s statement had shown a simple level of comprehension in regards to why families live at the shelter. I believe the children will be shocked when the kids at the shelter write back with similar likes and dislikes. Perhaps the children will find a kindred spirit in the shelter kids. Utopian in thought, no doubt, but doable!

Day 14:

I entered class today and assessed the leaves on our giving tree. I have been working long and hard on this project. A mere six leaves contained names of children who had donated to the homeless shelter project thus far. I have broached the components of our project for months. I have written, printed, and dispensed fliers to notify parents of our project.  I pondered the idea of passing this project off as a bad idea. Perhaps the utopian lens I view this project through is clouded. I assumed that parents would embrace this project with positive support. After all, it is a unique chance for their children to learn empathy.

Approximately one hour after I pondered canceling the shelter project two families entered with donations. The donations were notable. Diapers, an inflatable infant pool, sandals, shorts, rain boots, and bathing suits, the items were of notable value, and seasonally appropriate for the warm months ahead. I addressed the director about canceling my project. She responded with positive support. The general consensus was that the project was beneficial to my students and the shelter. I was looking at the quantity of donations, and names on the donation leaves. The director reminded me that this project was beneficial in more ways than met the eye.  The director reminded me of the many facets to this project. I am teaching the children to step out of the box. They are being challenged to help those in need. The children are learning that our needs are not the only ones to be met in society. One needs to learn to put others before themselves. They will hopefully learn to step outside the insulated bubble some of them live in.

I realize this is a concept that cannot be fully comprehended at the tender age of five, six, seven, and eight years of age. In reality, some of their parents live in a secluded bubble. There is much power to the phrase, “the apple doesn’t fall to far from the tree. Hopefully, I can instill the building blocks for empathetic, action oriented behavior. In years to come, when the children’s brains have developed to a mature cognitive level the memories of this project will guide their maturing brains. Perhaps, a connection will be made. Time and maturity will tell.

The children are learning letter writing skills. They write notes to the children at the shelter which are to be delivered with the donations. I have received approval from the director for the shelter children to write back as long as last names are not used to protect identities. My hope is for the children in my program to make the connection through writing letters that the children at the shelter are composed of flesh, bones, and emotion. Will this connection cause a larger interest in donating to our cause? My fondest wish is to be able to respond with an adamant yes. I will deliver the first shipment to the shelter during the upcoming weekend.

I will persevere, be creative, and not give up on my utopian dream. To assist in the assimilation of future empathetic, open minded leaders into society!  I will take advantage of the plasticity of their young minds and hopefully alter their schema. If I don’t make an effort, I am not doing my job as an educator.

Day23:

Every teacher has aha moments. The day seems to be fraught with intentions that are met with indifference by the children. No tactic seems to extrude excitement out of their young bodies. Today would prove to be a reminder of why I am in this profession.  My journal is riddled with entries regarding a project I have directed. For the homeless population, I have endlessly explained what the meaning of this project is. To effectively get my point across to the younger school age population, I have had to chunk and simplify the definition of a charitable project. It must be conveyed in a simplified version that is appropriate for the cognitive level of my students.

A young girl entered my classroom with some wonderful donations this morning.  I was excited to see that she was finally getting excited and wanted to participate. This five year old child seemed to display great difficulty in grasping the reasoning behind this project. She is extremely bright. She is a victim of coming from a wealthy family. Every whim, wish, and desire is granted.  She has not been exposed to the atrocities of homelessness at any level. A couple of months ago I had posed a question to the class. I asked if they knew what a donation was. This child raised her hand. She said that donations are things we give away that we don’t like.

I gently explained that donations are given to help people who do not have any money. We try to give away things we no longer have use for. However we always give away things that we would like if we didn’t already own so many nice things. I believed that this child was indifferent to our project. Today would prove me wrong. I would be reminded that assumptions have no place in my class room.  As the little girl stood by the donation box, I eyed her hand. It was squeezed into a fist.  Something hung out of the end of her tight little fist.

Upon further observation I noticed it was money. I asked the child what was in her hand. She stated that she wished to drop a one dollar bill in the shelter box. I asked her if it was her money, or her parents. She proudly told me that the dollar was from her piggy bank. She had been saving for a new toy. She recalled my comment about poor children that have no toys whatsoever. The little girl dropped the dollar in the shelter box. She said that she wanted a poor child to buy a personal toy with the dollar she gave them. This was one of those days when a catch phrase is appropriate, and validated. That phrase is “and a little child shall lead us”!

Mari Nosal M.Ed., CECE

Today I decided to take advantage of the children’s creativity and curiosity. I am reinforcing math skills by developing a secret code. We sat in a circle with math manipulative s. I carved potato stampers with various numbers on them. I put up a chart. The accompanying letter for each number was placed on the chart.

Each child was asked a question. They would enter the center of the circle and solve the math problem. The majority of the children tackled this activity with great fervor. The thought of using the potato stampers caused the children to forget the mundane task of solving the math problem. It was seen as a game. As a math problem was solved, the children collected their secret potato stamp number that corresponded with the alpha answer. The thought of making secret codes with their coveted numbers caused an air of excitement in the room. Children are naturally curious. If a curriculum is developed with this curiosity factor taken into account the children naturally want to participate.

As is common in terms of my mode of thinking, this lesson had multiple goals, the children were learning how to use math manipulative s and problem solve. The use of the coveted potato  stampers merely served as a reward for their efforts. It was a carrot on a stick. If they reached and strive high enough they could earn the carrot. Once the math project was complete, the children used their potato stamper numbers to make code words. Obviously a literacy lesson had been secretly blended in. What we see is not what always meets the eye. This project possessed more depth than was visibly possible. A lesson in logical abstract thinking is present. In order to spell secret words, the children had to decipher the letter and numeric companion on the wall chart to comprehend its secret meaning. I wanted to boost class room climate and enthusiasm. The children wore homemade pirate hats and patches crafted from construction paper. The project seemed more exciting due to the environment that was present.

We ended the project with a treasure hunt for gold. (Foil covered chocolate coins) hidden about the classroom and playground. The children had developed a new skill. I had used a child’s natural curiosity to my benefit. Eureka, the day was a productive success!

Best:-0)

Mari Nosal M.Ed., CECE

 

 

Lately, I haven been observing comments regarding what Aspergers is, how it effects the lives and family of individuals living with this syndrome , their family, and individuals whom they have daily interaction with. My experiences and opinions conveyed in this article are not internet and research related. They are resultant from bringing up a son who lives with Aspergers daily.

Aspergers is not outgrown, nor curable. Individuals with Aspergers merely learn compensatory strategies as they grow and silently struggle daily with their difficulty communicating, working with, and living with the neurotypical population. Aspergerers is a neurological disorder which effects many aspects of their daily lives. Because they tend to have normal to above normal I.Q.s, society perceives them as merely quirky loners.

The old phrase, “One cannot tell a book by it”s cover” is an appropriate analogy here. Ican equate their issues with a cast. When one sees an individual with a cast, they know that individual has a broken bone. In regards TO Aspergers, these individuals look like functioning neurotypicals on the exterior. I will now explain that is not the case.

Aspergians have issues impairments with communication, appropriate behavior, and socialization, or assimilation in the neurotypical society if you will. Children with Asperger’s have excellent and advanced expressive language skills. (speaking to people) Aspergians have large vocabularies and are excellent at conveying data, information, what happened on a T.V. show, etc. i.e. factual information. They often have difficulty in reciprocal conversations.

Their difficulty conversing in social situations goes beyond a lack of interest. On the contraire, they silently wish that they could socialize better. I recall my son calling from college. He attempted to join groups because he wanted to fit in with other students. He attempted to join the Frisbee club, but impaired motor skills hampered that effort. He attempted to join in at parties but difficulties with reciprocal conversation squelched that effort.

My son called me at home making me aware of his efforts to fit in, have a girlfriend and more. He informed me of his efforts to make friends and socialize. My heart broke silently when he said, “Mom I try and try to fit in but it is not working, can you teach me?” I suggested he join the computer club and he responded by saying, I only like computers because I have nothing else. My computer is my only entertainment.

Aspergers creates havoc in terms of the individual’s ability to process information, strategize, and receive information. Hence, their difficulty with receptive language. (Processing and absorbing information)  Reading body language and knowing how to respond when someone is sad, despondent, or distressed is difficult for Aspergians. I recall a gentleman telling me that he wished he new what to say or do when his wife was upset.

The man told me that it hurt him greatly because he wanted to say and do the right thing in such situations but did not know how.

Individuals with Aspergers are prone to sensory overload when presented with loud noises, strong odors, office environments where several conversations are going on simultaneously, and parties where background music is playing while people attempt to converse with them. It is not uncommon for Aspergians to have tertiary anxiety disorder which rear their ugly face in situations mentioned in the latter paragraph. Aspergers is a neurological condition.

On the surface they tend to be academic prodigiesin certain areas of academia.  Hence their nickname as children of the little professor.  In reference to language skills, many aspergians speak in a concrete format and upon further review in a reciprocal conversation their sentences may be out of context.  Due to receptive processing language deficits, many individuals have difficulty with being given more than several steps through the auditory modality at one time.

It is a misnomer that Aspergians do not warrant speech therapy. On the contrary, speech therapy can assist children in honing expressive language skills i.e. using descriptors, expressing emotions verbally, describing an experience like a trip to the zoo in more than rote terminology. Speech therapy can also assist children with deficits in sequencing. An example of sequencing would be verbally summarizing a story in sequential order.

Aspergians tend to struggle with fine and gross motor skill impairment as well due to neurological impairment. Pincer grip issues can cause issues with difficulty in cutting with scissors, tying shoes, and other fine motor skill tasks. Tasks such as bowling with one hand, midline issues, riding a bike, and climbing trees can prove difficult as well. Hand grip is generally weak and hampers ability in hanging on to jungle gym rungs, etc. Hence they tend to be ostracized by their peers not only for their social deficits, but lack of athletic prowess as well. Thus, they may benefit from physical therapy.

Aspergians may commonly present with A.D.H.D., Non Verbal processing disorder, and other maladies. They may not appear to stim. Upon further observation however on will notice that many aspergians run their hands up and down a drinking cup, have feet or legs that are in constant motion, stretch arms bent at elbows while turning wrists, tap tables and feet, and whistle, to name a few. These may be used forms of mild stimming to release anxiety.

Aspergians tend to prefer simple foods void of mixed flavors when young. This is due to sensory overload from heightened taste buds. Simplified, a spaghetti sauce can put their taste buds into sensory overload. It is extremely common for Aspergians to have tactile sensitivities. As children, a scratchy tag or rough texture shirt can drive them to the point of sensory overload, which is resultant in an emotional meltdown. A rough shirt may feel like someone is scratching their back with fingernails.

Due to mind blindness and neurological delays in development that normally place them approximately four years behind their peers, children with Aspergers are prone to being bullied. Cognitive behavior therapy may be productive in assisting children with developing emotional skills.

Please attempt to understand these children. Do not minimize nor assume that they go on to lead independent fulfilling lives. Many of these children grow up to be underemployed due to inept social skills. A college degree does not guarantee a decent due to neurologically based social, and processing difficulties. Due to popular belief not every aspergian becomes an engineer or scientist. They are as diverse as you and I. In my sons case, he is advanced in English but struggles with math and he is an Aspergian.

The divorce rate is extremely high for Aspergians in relation to neurotypical couples. Some go through life having no romantic relationship or friends due to struggling with navigating the social maze. Without society’s assistance and a nationwide education program these children will not hone their wonderful talents.

Society owes these children AND adults a fighting chance. They cannot always control their behavior and depend on us (society) to equip them with the skills, guidance, and positive support network that they need to thrive as adults. Believe in children and they will believe in themselves.

In closing, I leave you with this food for thought. Not all disabilities are as apparent as a blind individual with a cane, an individual in a wheel chair, etc. Please attempt to look below the surface and understand. Thanks and stay well.

Mari Nosal M.Ed., CECE

The school age children had the day off from school. I worked a nine-hour day. My kindergarten charges joined me for the day as the kindergarten room follows the public school schedule. It was a test of my patience and energy as the curriculum was non academic for the day. I had forgotten Friday was a school holiday. I perused my curriculum and realized I would need to restructure it to keep the children engaged. I had thirty minutes before I was due to leave for work. I searched around my house for supplies I could bring in for added activities. I resigned myself to the fact that I would leave early and grab supplies from the local convenience store. As I prepared to leave, I spied a huge pumpkin on my deck.

My family used it for mere decoration I rationalized. My kids are young adults, they wouldn’t miss it. I grabbed the pumpkin and threw it in my car. Several activities could be had from this one pumpkin. I ran back in the house and found shaving cream. Another Aha moment, shaving cream puffy paint would be enjoyed by everyone. Sometimes I amaze myself at how quickly I can develop a project out of desperation and common household products. Flexibility is a major component in being a successful teacher. Successful adaptation to any situation ensures a lack of chaos in the classroom.

I dropped the pumpkin in my class and scurried down the hall to retrieve my charges that had been dropped off at an earlier time. We sat and broached the day’s activities as a team, killing time until the rest of the class came in. thirty minutes later we had a full house. We went to circle time and I pulled out a book that was on my curriculum. As soon as the children saw it they begged for me to read a book from a series we had used the past week. I took a vote. The Magic School Bus Scours the Ocean Floor Was retired in lieu of a book about children who couldn’t find their shoes and designed footwear out of the likes of meatloaf and bologna!

It was a vacation day for the kids so I decided to let them have a part in the curriculum and go light on them. After reading the book we observed and talked about the pumpkin. The children were enamored by the pumpkin carving kit I brought in. It was safe for children and I believe in a format that allows for independent exploration. In order to teach team work the children were broken into teams and I instructed them to draw four different faces that they would carve. I injected humor by stating that with four different faces we could turn the pumpkin around when we got bored with one face. After drawing their mark, we headed outside with the pumpkin and started carving. The children were extremely excited with the experience of using carving tools. After carving was done we proceeded to dig out the guts. Some children were apprehensive about sticking their hands in the guts so I offered gloves. They dug out and placed the flesh in one pan. The seeds were placed in another.

At this point the children were ready for free time and the pumpkin was temporarily laid to rest. Some children wanted to ask questions about the seeds and flesh. A mini science class ensued for the children who wished to continue our pumpkin adventure. I held the tiny seed next to the pumpkin for comparison. I explained how the pumpkin we cut open grew from a seed just like the one we held in our hand. This went on for thirty minutes or so. I was shocked at the interest. After lunch, I took the class on a field trip to the kitchen. We rinsed the seeds and flesh. The children remarked on the slimy feeling. I explained how the texture would change upon baking the treat. Cinnamon was sprinkled on our treat. We than baked these items.

At snack time I presented the items for exploration to the children. The pumpkin seeds were popular. I assume the children had eaten them in the past. The pumpkin flesh was viewed with a degree of trepidation. I inquired as to who liked pumpkin pie. The majority of the children did. When I explained that what they were looking at was the main ingredient in the pie they looked at me with confusion. I believe in exploration of the unknown, so I pushed the issue. I asked my little pessimistic friends to take one small taste. If it was not palatable they were welcome to spit it out. Most children were pleasantly surprised. A simple pumpkin had afforded the children a new experience.

Mari Nosal M.Ed., CECE

I sit here pondering what to do. I struggle to run a functional program.  I have had an epiphany. Education and personal life need to be separate entities. One can not personalize classroom experiences nor allow personal stress to color reactions with in the classroom. However, personal lives do intertwine into ones life as an educator in a positive way. We learn in the classroom via trial and error. If we attempt to connect with the children in a way that does not work, we go back to the drawing board and seek alternate plans. Far from bias, drawing on ones personal experience can assist in assimilating a struggling child into the classroom successfully.

My younger son struggled with undiagnosed learning disabilities for years. He was labeled as lazy, non-compliant, and received many other negative labels along the way. Those labels have carried all the way into his college experience. He struggles with negative self efficacy and anxiety. In retrospect, my personal experience with my son has provided me with a nonjudgmental persona of my young charges in my classroom. I personally have experienced the pain of feeling incompetent as a parent due to people who were quick to label my son and family. A result of this experience is my ability to not label other children. What I child displays on the surface usually hides a precipitant which hides right below the skin.

As an educator, my job is to find out what the precipitant is. I have a kindergarten child in my class who constantly has urine and bowel accidents. The mother is devastated as the child never did this in the past. Other teachers have said the child is “babyfied” by her family and needs to be reprimanded more. In dealing with the family, I find quite the opposite is true. The family wants to eradicate the problem. I assured the family that the child is quite bright and capable. She was enrolled in the private kindergarten at my facility because she missed the cut off date for public school. The little girl is the youngest five years old in the class. I reassure the parents that the little girl is still extremely young.

Rather that chastise the family, I remind them of the reality of the situation. Kindergarten is quite a transition for children. My belief is that transition has been extremely difficult for this child. In preschool, children are reminded to use the bathroom. In kindergarten, they are expected to do so independently. In pre school children are expected to attend to academics in much shorter time chunks. Kindergarten presents new academic challenges such as sitting at a table developing reading and math skills. We need to respect each child for the individual they are. They reach developmental mile stones at different speed. When the child is ready, the milestones occur.

I have observed, processed, and attempted to trouble shoot in the situation. Rather than punish, I reward. Rather than embarrass the child, I developed a system that keeps her peers oblivious to her dilemma. Every hour or so I privately go over to the child and say “You know what you need to do right”? The child nods her head and goes to the bathroom. This takes minimal effort on my side to give reminders. It saves the child embarrassment from peers. Accidents have dissipated. If the child has no accidents I find little tasks to reward her for her compliance. I allow her to be a helper, line leader, or another role that she might covet. I remind her that these are big girl roles that are only doled out for responsible behavior.

Some of the behavior modification techniques were learned in school. Others were learned from going to counseling with my son during his developmental years. Thus the writer hopes a parallel has been made towards what one learns in life having the ability to teach us just as much as we learn in the classroom.

Mari Nosal M.Ed., CECE

1) Set aside a table in the corner of the room. Make sure ample space is provided in proximity to other activities. In doing so, the child on the autism spectrum will not feel crowded or feel as though their personal space is being intruded upon.This should be left out as a long-term project and can be used to encourage non threatening solitary play during times when the child is anxious and needs space. It can also be used to gradually encourage participation in a group project, even if the child is parallel playing.Place a puzzle, snap together model, or construction project on the table. Children on the spectrum are often attracted to items like these. They are great as they can be done in groups or as a solitary activity.Children on the Spectrum will generally allow a trusted adult to assist with the project. On the first day allow the child to work on the task alone and get comfortable with surroundings. On the second day ask if you can participate in the project.Other children will inevitably wander over out of curiosity and ask to join in. When the child is engrossed in the project let him/her know that you need to step away for a moment. Make your absence short, no more than a couple of minutes. Each day lengthen the time that you step back from the group by a couple of minutes.This can be successfully orchestrated in a one on one card game as well. Play cards one on one with the child. As other children become curious and ask to join the game hand your cards to one child and step aside for a few minutes using procedures already mentioned.If this is done slowly over a week or so you should be able to start coaching versus being involved in what will have become a group project at this point. Intervening will be done at this point only during the presence of behaviors or peer difficulties.

Tabletop long-term projects can also be used to redirect a child to a solitary activity when the signs of over-stimulation appear.

2) When it is group cleanup time in the classroom, children on the spectrum can get anxious, and overstimulated if too many children are in close proximity to them. Using an example of putting wooden blocks away, discreetly place some blocks a few feet away from the other children who are cleaning up. Again, this will assist the autistic child in feeling non – threatened.Ask the child to please put the blocks away in the bin. He/she will generally comply dropping the blocks in the bin quickly and walking away. As time goes on move the blacks slightly closer to the other children during clean up time. As the child is introduced to this concept slowly and over a period of time they will generally feel comfortable after a week or two.These ideas can be adapted to group play at home as well. Invite a maximum of two or three children over as more will overwhelm a child with social, emotional, and sensory issues. Initially, sit with the children and encourage group play with a play dough kit, race track, etc. slowly excuse yourself from the activity for several minutes. Gradually extend your time without intervening in group play. Your goal will be to become a coach observing from afar, only intervening when difficulties regarding the social situation arise. This is an extremely slow process the can literally take a month or more to accomplish.

These socialization tips can be quite successful, but the child must not be pushed before they are ready. The ingredients to success are a safe non threatening environment, patience, and praise.

Mari Nosal, M.Ed., CECE

I was perusing the numerous racks of mother’s day cards recently. As is characteristic of me, my experience jettisoned into a silent analytical observation.  I made mental notes pertaining to the responsibility afforded to a mother. It is a 24-7 job. Mothers must be on call to jump to attention for a whimpering baby with a wet diaper or hunger pangs. Mothers must be on constant alert for toddlers unrolling a roll of toilet paper that he is busily spreading from room to room with the roll unraveling behind him as he gleefully runs.

We are a tough breed who gets attacked with a projectile shot of vomit that lands on our bodies with the force of a speeding bullet. We wipe runny noses with an almost unlimited amount of tissue that seems to be pulled from thin air. We spend years of sleep deprivation from waking at all hours of the night to nurse sick children back to health. We spend the better part of our child’s teen years pacing the floor when our new drivers are past curfew , conjuring all the terrible things that might have happened to them within the confines of our mind.

Through challenges, trials, tribulations, childhood illness, mothers shrug it off and unquestionably support their children day after day. We never notice the first year of life when you smell like spit up, or that poopy diaper that leaked on your lap. If the child is out of baby food etc. we have all made a trip to the store smelling like the latter because our worries about looking presentable are blinded by the needs of our child.

There you have it. All mothers are special, but special needs moms are different. They are humbled, challenged, tough, protective, and cheerleaders for their children beyond the call of duty. They deal with doctors, teachers, therapists, and more who tell them their child will never meet a certain milestone. Milestones that traditional parents take for granted.

A word of caution, never say your child won’t, can’t, never will, or any other phrase which reeks of pessimistic projections for their child. Like a cat, special needs mothers have hidden claws behind their fingernails that will protrude when they are in attack mode resultant from any threat, or negativity aimed towards their child or the child’s mom.

Special needs parents will expect nothing but the best of care for their children. They are not afraid to vocalize and take action until their child gets just that. While other parents seek out babysitters for a weekly date night, many special needs parents silently stay home to care for their child’s demanding needs. It is much more difficult to get sitters for special needs children, and medical, and therapy issues can leave parents financially strapped. While other parents complain that their child did not make captain of the soccer team, these parents merely want their child to make the team and socialize with peers.

While parents worry about their child being popular, special needs parents worry about their child having friends at all. We shuffle our children to numerous therapy appointments, social groups, pediatricians, tutors, and specialists, while managing jobs, homes, and the stares from people in public.

Through it all we realize that we can climb mountains, make it to the summit and down again as we develop determination and strength to fight for our young like nothing else.

Now, back to my story about visiting the card shop. None of those cards appeared to be directed at special needs parents so I am providing my version that I would design for all of you out there.

To A Special Needs Mom   (A Hallmark moment)

Mommies, you always look beyond my disability and see my talents

To you I am a diamond in the rough black on the exterior but shiny underneath

As my daily cheerleader you slowly buff me off to reach the shiny diamond that I am inside

Without you in my corner I would never have made it as far as I have

We have proved doctors and therapists prognosis wrong repeatedly

With you in my corner we will keep proving them wrong

Thanks for believing in me and helping me when others give up

Thanks for showing your love for me every day

Most of all, thanks for being my mommy

Happy Mothers Day Mommy from your special needs child to my very SPECIAL mommy

And from me – I wish all fellow Moms a happy Mothers Day

Mari Nosal, M.Ed., CECE