Katie Goes to First Grade

Katie Goes to First Grade

Future Reflections Fall 1992, Vol. 11 No. 4
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KATIE GOES

TO FIRST GRADE
by Suzie

Hanks

Reprinted

from the Fall, 1991, GEM State Milestones, the newsletter of the National

Federation of the Blind of Idaho.
Suzie and

Gardner Hanks are upbeat parents with a delightful six-year-old daughter who

is totally blind. They have been successful in working out good support for

Katie from the Boise schools. In many school districts in Idaho it would not

be possible for a blind child to receive this much support in school. Furthermore,

we believe it is not possible for any family with a blind child in Idaho to

receive the kind of assistance the Hankses were given in Minnesota.
In this

article, Suzie shares with other parents her excellent philosophy about how

to work out an appropriate program for a blind child, and her experiences with

and knowledge of legal requirements and procedures.
When we

moved to Idaho three years ago (Katie was three), we were concerned about her

receiving an adequate program. In Minnesota, Katie had a twice weekly visit

from her teacher for the visually impaired, a twice weekly visit from her mobility

and orientation instructor, and once a week visits from an occupational therapist

and an infant stimulation specialist. These services were provided through our

local school district.
In Idaho,

we quickly realized that the three- to five-year-old program in the public schools

was just starting and we had to be innovative and creative. We enrolled Katie

in the Child Development Center and asked the School for the Deaf and Blind

to provide consultation services. The Boise school district agreed to provide

orientation and mobility instruction as well as consultation with the staff.
Creativity

and flexibility have been the key to Katie's program ever since. She is now

in first grade at Liberty Elementary, and we have been pleased with her program.

Katie attends the regular school program except for her Braille lessons which

are held in a resource room. The school district provides the services of an

instructor for the visually impaired for an average of ninety minutes a day.

In addition, he provides weekly mobility lessons. Three teacher's aids are starting

Braille lessons so they can adapt material and teach Katie.
Though

Katie does not read Braille at this time, her school books are Brailled, and

the classroom aid adapts and Brailles handouts and art projects. Katie's classmates

have an opportunity to be introduced to Braille.
We think

of Katie's teachers, the administration, and us as a team. We work fairly well

together because we share a vision of Katie's future—one of independence.

We may disagree on how much emphasis one part of her school program should receive

or when certain skills should be introduced, but the team shares a common goal

of helping Katie become an independent, happy adult. This allows us to treat

each other's ideas and feelings with respect and allows for compromise. We believe

that Katie's blindness should not limit her future. Her school program, as for

all other students, should help her reach her full potential.
I believe

the following ideas help when dealing with school districts:
1. Be sure

you and the school personnel see the same future for your child.
2. Prioritize

those skills you want your child to achieve.
3. Prioritize

services you wish the school to provide.
4. Focus

on those at the top of the list. This is a long-term relationship. Don't battle

over the trivial.
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