Showing posts with label fractures in the classroom. Show all posts

In high school my power wheelchair didn't have a seat elevator. This meant that I had a tendency to climb on top of my wheelchair seat in order to reach a lot of things. Everything from getting books out of my backpack to pushing the higher buttons on the vending machine required creative acrobatic work. My arms are freakishly long and also have a super-power strength that the O.I. doesn't affect as much. (Probably it's because I use them so often and the muscle strength has made them stronger than any other part of my body... I haven't fractured my arms since elementary school!)

Anyway, I was forever climbing and clambering in and out of my wheelchair -- initially terrifying my friends and family but once they realized I had the monkey-acrobatics-routine down pat, they backed off. It was just the way I did things, and usually I jumped into this routine before anyone could ask "Sandy do you need help with the-- oh.. okay.. never mind.. I see that you got it.." 
Aside from being able to assert my independence and ability, I found it fun to be climbing in and out of my wheelchair. Being able to jump up and down every now and then gave my backside and legs some reprieve from the strict ninety-degree-angle sitting position that I was otherwise in for nearly 8+ hours of the day. I also enjoyed the creative problem-solving this act required. For instance being able to lug my 12lb Algebra II textbook out of my backpack required that I use my dominant hand to steady myself, and then my right hand to unzip my backpack, and then balance on my knees.. the point is, these situations presented themselves to me as problems only I would know how to best solve. Sure there were times when I would drop books on the floor, or nearly slip off my wheelchair -- but I always learned from my mistakes, always adapting to the situation and remembering to never leave my wheelchair turned ON when I was up and out of my seat..

But this post is actually not about a time when I fractured because I was doing one of my acrobatics. (Because I never have!)This post is actually about a time I fractured because I DID NOT do one of my monkey-bar-routines.

All of the water fountains at my high school were at least a few feet out of reach. And even when I could stand on my wheelchair seat, I couldn't figure out a way to steady myself while bending over, and pushing down on the lever to get a drink of water at the same time. To avoid that hassle I usually just trooped down to the nurse's office instead. Not only would I be able to miss a few more minutes of class, but she had candy, and she included ice for her water.
"Oh hey H! What are you doing?" A few times during my trips to the nurse's office I would bump into friends along the way.
"Not much just getting meds. What are you here for?"
"I just wanted a drink of water. With ice." 
"What class are you in?"
"Chem. It's boring and I don't understand what's going on and nor do I care." Mrs. B, the nurse, enjoyed having students in her office and she never rushed us out so I always took my time. She poured a cup of ice water into a cup and handed it to me.

In one hand I held the plastic cup, in the other hand I was steering the wheelchair's joystick, and with my head turned back I called out to my friend,
"Bye! I'll see you later in Choru-" 
"BANG" 
"Umm .. Sandy, that was the door frame.." The cup of water had sloshed all over the place, conveniently hitting all the awkward spots on my pants, my leg rest was all bent awry and my leg was throbbing out of place.
The nurse came rushing out of her office and came to look at the damage. Chips of paint had fallen off the door frame but she could immediately tell that my lower foot had been broken.

My friend H and I will laugh about my door frame incident now, but at the time it was totally the most uncool incident to have happened during my high school career. I mean, aside from the awkward water spillage parts...

What was YOUR lamest fracture incident?? Tell me. 

If you've been following the blog for some time you may remember that I have had various "helper persons" from pre-school till 9th grade. At the start of 9th grade I got all teenager-y and stubbornly wrote off my aide and won the case for my independence; from that point on I was deemed capable / responsible enough for my own well-being and have not had an aide in the classroom since.

Fifth Grade, I think?

When I think of the aides I had in elementary school one thing immediately comes to mind: they were all involved in the education of the entire classroom. Though much of their time was spent one-on-one with me, I remember my aide in third grade taught math lessons and my aide in the fifth grade would often read aloud to the entire class. I didn't consciously realize it then but I appreciated and even liked this aspect of their job quite a bit. In many ways, I believe having an aide who was accessible to and involved in every student's education made my integration into the mainstream classroom a lot easier. In elementary school I was rarely without friends and more importantly was never ashamed of needing the extra help; it also helped my friends and other classmates better understand what I was all about in a more seamless way.
In middle school I had several aides throughout the three years. I'm not totally sure what the school was thinking but when I was in the 8th grade my aide was a man. Already that fact alone made it difficult for me, as an awkward 13 year old girl, to connect with him. Not only was he not involved in the learning that went on for each student, but he was also a one-on-one aide for a student in my year who had a learning disability. From what I remember though, during the IEP meeting at the end of fifth grade (as my parents and teachers met before my transition to middle school), it was decided that my aide would help me with things like going from class to class, getting heavy binders and books out of my back pack, fire drills, and in the case that I had a fracture would help me take notes. Since I was now an 'older kid' the focus of my aide was a lot less on the social aspects of my school day and more on the academic learning aspects - no doubt my parents had a lot to do with this decision.
But in all honesty I vividly remember how much I was annoyed by my aide in the 8th grade. I found him to be utterly useless, boring, and more or less wanted nothing to do with him. In fact I remember how my friends and I would race into the elevator before he got there, quickly slam the door close button and giggle hysterically as we watched him try to chase after us, struggling to get through the messy crowd of pre-teen back packs. Yep I was that dreaded pre-teen girl every adult loathes, I'm quite sure that I was that devious 8th grade girl. Another time, during shop class, my friend and I decided to mess around with some horribly boring sounding book my aide was reading (he had left it unattended on top of a desk). Not only did we think it a good idea to turn the book to a random page so he would lose his place, but we also decided to draw a happy face on one of the pages with super glue. I told you, devious. 


Throughout my experience with having an aide I was fortunate that most of my aides were not like the one I had in 8th grade. Their personalities ranged from being very quiet to the ones who would joke around with me, or to the ones who just shrugged in exasperation every time I zoomed down the halls with a friend standing on the back of my wheelchair. None of my aides were ever flat-out mean or unaccommodating. Many of them quickly realized that I was going to do as much as I could, regardless of whether or not it was a potentially terrible and injury-prone idea. For instance, climbing ropes in gym class. Or trying the monkey bars during recess. I think one year we tied the rope to my wheelchair during tug-of-war and I was finally allowed to participate in the school-wide competition. My aides let me jump and skip in my walker even though I was really only supposed to be walking. They would listen to my complaints about having to wear my long leg braces all day, and every now and then I was allowed to take them off. My aides respected the times I wanted to try something, and although they probably weren't always sure whether or not I could handle it - they encouraged my curiosity and development by letting me do it. Of course this meant that they were always right there with me standing by, and most times it meant that they were physically holding on to me for dear life!

So with all of that said I have compiled a list of characteristics that I would include in my ideal classroom aide:

• Have a sense of humor that's like mine! 
• Be involved in what's going on in the classroom
• Have a fun personality but also know when an authority figure is needed. Secretly I do expect my classroom aide to keep me safe when one of my seemingly "good ideas" is not so good.
• Back-off when friends are around
• Allow friends to help me as appropriate. The truth is that as young kids grow-up they will increasingly realize that they will be the ones who need to ask for help, and many times that person may be their peer or colleague. Starting this early-on is only planning for the long-term!
• When I am hesitating about doing something that involves physical activity, help talk me through the decision process
• Trust me enough to have some time alone; my aide shouldn't be a literal shadow!
• Respect my curiosity
• Respect and help me during uncomfortable situations. No kid willingly wants to admit in front of his or her friends that they need help going to the bathroom or getting changed for gym class
• After a certain age, let me tell you when I need help
• Help me explain my disability to my friends in an appropriate manner and when the time is right
• Realize that if I want to do something that my aide usually does, this is not a sign of my trying to offend you but instead I am just trying to learn. Help me realize what it is I need help with, and what I can do with assistance
• Never assume that I just can't do it. Allow me to take the first steps in trying and then assist me as needed

"Snap, crack, pop" those sounds are the catalyst for split-second assessments, instinctual decisions, and tears that fall somewhere between wailing and shrieking. Sometimes, unfortunately, these motions are routine. Here is one routine of the many -
(The below actually happened, the times of course are roughly estimated).

• 10:18:27AM - A rubber ball in a game of four square bounces off my arm the wrong way in P.E. class in the 5th grade. 
• 10:18:33AM - I am gripping my forearm; I look at my teacher and in those 6 seconds I try with every millimeter of my wide eyes to send her the message that "something bad happened."
• 10:19:04AM - I've been ushered out of class and someone has run to get the school nurse. I wait in the hallway with my aide. My tongue is bleeding because I bit it; still, I am trying to hold the screams in. I'm not far enough away from my classmates.     
• 10:22:14AM - Running down the hall is the school nurse with a bag of my slings, splints, and other bandages. She tries to do an assessment, I don't let her touch me, and pull my arm closer towards my body. Whimpering for my mother.
• 10:24:08AM - My mother has been contacted. I am now sitting in the nurses office. The burn of the fresh fracture has somewhat subsided. I continue to grip tightly and hold still, I found the place and position where it doesn't hurt and by god I'm going to keep it there for as long as possible. I've begun to sweat through my clothes. 
• 10:40:12AM - My mother arrives at the school, she has a sling. I tell her that it hurts too badly for me to go back to class this time. I tell her that I know it's two fractures in my upper arm. She knows how much I love school, I would never willingly miss time with my friends; she understands that this time it's serious - she calls Dr. Shapiro from the nurse's office.
• 10:50:02AM - Dr. Shapiro will see me in the cast room once we get there. We just page him once we arrive, it's business as usual.
• 10:52:15AM - With great care and coaxing my mom has transferred me from my wheelchair and into the car. My arm is jostled slightly from the transfer and that's when I let the screams out. 
• 11:48:32AM - We arrive at Children's Hospital in Boston and race to the second floor. The cast technician recognizes me, but instead of a cheery hello his face quickly frowns when he sees that I am hunched over my arm, my face twisted in discomfort. He knows the deal, Dr. Shapiro is paged. 
• 11:49:18AM - Dr. Shapiro has been paged and now the waiting begins. I am 10 years old but I know that we will be waiting for at least an hour or more. Dr. Shapiro is also the attending orthopedic surgeon; of course, today is his operating day and he is in surgery. I slip into a quick nap, my body growing cold in places because I refuse to move. I try to get some rest before the dreaded part comes, the x-ray.
• 3:36:12PM - He strolls slowly down the hallway, everyone knows Dr. Shapiro is notoriously slow and unbelievably friendly. I see his bowed head looking downwards at the floor, his posture belies his reputation as 'hot-shot surgeon & O.I. expert.' Always in a dark suit and jacket, never in a hurry - the sight of him fills me with relief. We may have waited over 2 hours but he is always worth it, he always makes things better, most importantly -- he's the only one we trust. 
• 3:46:17PM - First question from the doctor is always "where does it hurt?" He then places his fingers around the sore area, the first person aside from myself to touch the injury. Every time he does this I remember in Kindergarten how I thought his fingers were actually spider legs with x-ray vision at their tips. He never hurts me, and when he does his face winces in advance so I know that the discomfort is coming; to this day I have no idea how he knows! He scribbles out directions for the x-ray order form, telling me aloud everything he writes so that by the time I am in 7th grade we both know that I could probably fill out the form myself.
• 3:50:12PM - My mom and I are waiting in the waiting room of radiology. It is only down the hall and no matter how many times I've been in this room there is always something new to distract me from the pain. The faces of children all around the world smile down at me from the ceiling in bright primary colors; there are actual x-rays of stuffed animals, robots, dinosaurs, and clown faces on the walls; the t.v. is always on; coloring books litter the tables. My mom settles in next to me after she has called home to make sure my older brother is home from school, she has updated him on what happened to me. He is my older brother and knows how to take care of himself my mom tells me, he is used to this too.  
• 4:07:09PM - A radiologist finally calls my name, she looks at the form Dr. Shapiro had filled out and I plead with her silently to pay attention to the part that says "O.I. type III, fragile." She tells me we are just going to take a few pictures, I know the deal and zone her out. As we go down the hall to the x-ray room my heart is racing, I begin to sweat again. 
• 4:08:12PM - My mother suits up and puts on an apron, she carries me onto the table and lays me down on my back. Already I am beginning to get uncomfortable. This is the first time all day that I was in this position with my broken arm, I had not yet found the 'comfort' position for laying down. As the radiologist asks me to put my arm down along my side the tears begin. My mom has to hold my arm down for me, and hold my other arm away from it. I squirm and cry through the entire process, it seems like I lay there for a year on that metal table.   
• 4:20:03PM - Finally the pictures are done and I fold my arm back inwards. But now my bones are all riled up, confused and broken, they are uncertain of where to go to get comfortable again. I glare at the radiologist on the way out, she had done this to my arm. Stupid. Moron. Idiot. We go out to the waiting room and wait for her to give us the pictures to present to Dr. Shapiro.
• 4:37:19PM - Finally the pictures arrive in a large red folder that covers my entire body. It is heavy. (This was sometime in the 90's so digital x-rays had not yet existed). We make our way back to the cast room, I hope that Dr. Shapiro would be waiting for us there, I wish with all my might that he hadn't gone back to the operating room. But of course that never happens. We will have to wait for him to come back. 
• 5:03:21PM - Dr. Shapiro flicks on the light table and snaps the x-ray on top. He confirms what I had already known that morning, there were two cracks in my humerus, it was time for a cast. He put on his apron and Odie the cast guy got the fiber glass ready. "Dark blue" I say, "just like always" and that is the first time in the whole day I thought about something other than the fractures in my arm.  

A Small Note for the Big Adults: Knowing that my intended audience were elementary school aged children put a lot of pressure on me for this entry! After a lot of restless thinking I thought back to the authors I found comfort in around that age (Roald Dahl, Dr. Seuss, and Shel Silverstein) and decided a silly poem would be perfect. I hope this poem helps parents & kids discuss concerns they have with the first day of school, but in the end know that it's no way to live life to be constantly fretting. So please, if you could share this with the young O.I'er child in your life that would be wonderful, thank you!!
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