Norwalk is looking to hire a Social Studies.
Position is available 2009-2010
Click Here for more information
Additional Information: ?
Full Time Position Salary Range:? $47,048.00 - $105,569.00 ? JOB DESCRIPTION: Implements the educational activities of the classroom. Receives general supervision from the building principal and technical supervision from the Instructional Specialist for Social Studies.? DUTIES AND RESPONSIBILITIES: 1.? Instructional Program: ???? a.??? Works with Assistant Superintendent for Curriculum and Instruction ?to implement, strengthen and? improve program. b.?????? Keeps informed of new developments in curriculum, instruction methods.??? ?????? c.??????? Implements new and established programs. ???? d.??? Provides students with diversified learning activities. ???? e.??? Helps interpret the curriculum to parents. 2.? Classroom Supervision:??? ???? a.??? Teaches students good study habits. ???? b.??? Promotes positive self-concepts; provides encouragement to each student to develop his or her full potential. ???? c.? ? Understands social and emotional adjustments of students. ???? d.? ? Promotes student awareness and respect for different cultures. ???? e.? ? Creates appropriate learning atmosphere in classroom; maintains classroom order. ???? f.???? Maintains student attendance and tardiness records. ???? g.? ? Makes evaluation reports upon request. h.? Maintains records of individual students progress through assignments, quizzes and projects. ???? i.???? Keeps inventory of materials, equipment and supplies. 3.? Communication:? ???? a.? ? Maintains contact with parents, guidance personnel as needed to evaluated students academic?and social growth. ???? b.?? Takes initiative to work cooperatively with other school departments; shares ideas?among faculty members and administration. ???? c.? ? Participates as appropriate in school-community affairs.
4.? Professional Responsibility: ???? a. ?? Works in the interest of the students physical and emotional welfare. b.?????? Accepts and incorporates suggestions for classroom improvement. ???? c.?? Participates in professional growth by attending workshops, taking courses, reading?new literature, observing other teachers, attending inservice training meetings. 5.? Other:??? ???? a.? ? Assists in determining on-going budgetary needs of department. ???? b.? ? Performs related duties as required.? REQUIRED QUALIFICATIONS: CT certification in History and Social Studies 7-12 or Middle School Grades 4-8.? Teacher must be Highly Qualified under No Child Left Behind. ?Thorough knowledge and skills required would generally be acquired with a Bachelors degree in Education or in a field appropriate to social studies. Knowledge of teaching methods, materials, practices applicable to secondary school teaching. Ability to learn, teach and appropriately apply curriculum requirements of middle school social studies. Human relations skills to work effectively with students, parents, school administrators, school staff. Ability to prepare effective plans, maintain proper records. Thorough knowledge of specific content area, excellent discipline. Ability to differentiate instruction for a diverse student population, knowledge of grading process and cooperative learning. Ability to work positively with adolescents.? PREFERRED QUALIFICATIONS: Fluency in Spanish is an asset. ? Please submit all material (application, resume, transcripts, three letters of recommendation and certification) as soon as possible.

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The Family Circus cartoon on Sunday was so telling of the times...Jeffrey comes home and throws off his book bag proclaiming it's summertime! He has visions of swimming, playing baseball, playing at the playground and going on vacation. Then we see him sitting on the couch watching television saying, "I'm bored, there's nothing to do!"

Oh how quickly we tire of endless days with nothing to do! Parent and children alike have grandiose ideas of all the things we will accomplish and enjoy throughout the summer months. So to help you keep those promises to yourself and help your children maintain all the good speech work they gained through therapy this year, I'd like to suggest a few quick and easy ideas you can use as you play your way through the summer.

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My name is Elizabeth. I have had Bipolar Illness my entire life. I had the first manic episode I can remember when I was six-years-old. I was ten-years-old when I suffered the first serious bout of depression I can remember. At the time, I was diagnosed as suffering from low-blood sugar. I was eventually diagnosed with Bipolar Illness in 1999 when I was in graduate school after suffering a bout of mania. I took meds for three years before I kicked them for a natural cure. I had a relapse in 2003-4 into mania when I was finishing my dissertation but managed to get off the meds. Alas, I've relapsed during the past two years due to post-traumatic stress, suffering mania and major depression with suicidal ideation. I have a good job, friends, and family-- a great life-- but this disease will kill me as it did my grandfather and uncle if I don't get back on medication again and stick to a regime of structured living-- minus highs and lows and religious experiences. I pray to the Lord above that He will help me heal and stay healthy because this disease will kill me.

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What a jump, from first words at a year of age, to saying little sentences at two. Your toddler has a tall task ahead of him to absorb the world of language and learn how to make his wants and needs known through the spoken word. Parents can use  some simple strategies to encourage their tots talking, through his everyday experiences. As a speech-language pathologist, I often encounter well-meaning parents who are speaking for their child, robbing him of the opportunity to practice what he hears and use the words needed to begin verbal communication.
Typically toddlers at a year and a half  understand far more than they can say. It is in this latter half of their second year of life that they experience a vocabulary explosion, where they can learn and use several new words each week, culminating in combining two words for their first little sentences by two years of age. Words begin to take over for gestures, as children take turns in conversation and name objects, people and actions in their day.

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as the NY Times reports. And since "cyberwar" -- like the Terror War -- "knows no borders" (as the usual anonymous "senior intelligence official" told the Times), the Obama White House is now busying trying to figure out just how you can aim its cyberwar offensives at the Homeland itself. After all, said the official, "how do you fight them if you can’t act both inside and outside the United States?” How indeed? Better start training your carrier pigeons for any private messages you might want to send.]

II.
In any case, whatever its provenance, the attack on the Zahedan mosque serves a confluence of interests. For it comes not only at a strategic location but also at a strategic time: just two weeks before the Iranian presidential election, with the hardline incumbent, Mahmoud Ahmadinejad, facing a strong challenge from two reformist candidates.  

Of course, the very last thing that the militarists in Washington and Israel want to see is the election of a moderate in Iran. They want -- and need -- Ahmadinejad, or someone just like him, so they can keep stoking the fires for war. A moderate president, more open to genuine negotiations, and much cooler in rhetoric than the loose-lipped Ahmadinejad, would be yet another blow to their long-term plans. Because the ultimate aim -- the only aim, really -- of the militarists' policy toward Iran is regime change. They don't care about "national security" or the "threat" from Iran's non-existent nuclear arsenal; they know that there is no threat whatsoever that Iran will attack Israel -- or even more ludicrously, the United States -- even if Tehran did have nukes. They don't care about the suffering of the Iranian people under a draconian, repressive and corrupt regime. They are not worried about Iran's "sponsorship of terrorism," for, as we've seen, the militarists thrive on -- when they are not actively fomenting -- the fear and anguish caused by terrorism. This fear is the grease that drives the ever-expanding war machine and 'justifies' its own ever-increasing draconian powers and corruption.

No, in the end, the sole aim of the militarist policy is to overthrow Iran's current political system and replace it with a regime that will bow to the hegemony of the United States and its regional deputy, Israel. There is no essential difference in aim or method between today's policy and that of 1953. (Except that the regional deputy in those days was Britain, not Israel.) What they want is compliance, access to resources and another strategic stronghold in the heart of the oil lands -- precisely what they wanted, and got, with the installation of the Shah and his corruption-ridden police state more than a half-century ago.

They play the long game, our militarists. For example, they agitated openly -- and  plotted covertly -- for the invasion of Iraq for almost 10 years before they finally got their way. They have worked for 30 years now to restore a client regime in Iran, and today, with the relentless bipartisan demonizing of the Iranians -- and the "mushroom cloud" fearmongering over a non-existent nuclear weapons program -- they are as close as they have ever been to their goal. To lose a fear-raising (and fundraising!) asset like Ahmadinejad now would be a bitter disappointment.

And what better way for an incumbent president to stand tall before the voters than to rally the nation around him in the face of a horrible terrorist attack? A mosque full of Shiite worshippers, blown to pieces, with photos showing the blood of the innocent martyrs splattered on the ruined walls? This serves the interests of all the major players in the great geopolitical game: the Iranian hardliners, the American and Israeli militarists, the Jundullah extremists. Of course, it doesn't serve the interests of the murdered dead, or the Iranian people -- or the American people, for that matter. But this too is nothing new.

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As I read different blogs and comments, I keep running into a similar comment. ASL teaches the child language. Speech therapy teaches kids to parrot sounds. ASL involves brain development. Speech therapy revolves around voice and ears only.

I would like to clearly and distinctly refute that claim. First off, I fully agree that teaching ASL teaches language. No question there. But speech therapy today must be way different than 20+ years ago. At least it is for kids learning language with a cochlear implant. Before we go any farther, I want to stress that I believe ASL and verbal language can and should compliment each other. Deaf kids should be taught both. But there is a reason that speech therapy is so important for implant recipients.

The determination of success (or failure) of the cochlear implant comes down to how well the person can make sense of sound. One of the shortcomings of hearing aids is that if there are no residual hair cells in the cochlea, no amount of amplification can get sound through the cochlea to the auditory nerve, and on to the brain. With the implant, if you have a functioning auditory nerve, and can get a good insertion of the electrode array into the cochlea, sound WILL get to the brain. The question really is how well can the brain make sense of the sounds it is now receiving? Think of it like a projector that is out of focus. The sound coming in from the implant is fuzzy. The brain has the ability to make the sound quality better and clearer. In effect, it focuses the projector to sharpen the image. How well the brain can focus the sound is the key to the implants success.

In the days, speech therapy consisted of trying to teach a deaf person how to imitate a sound that they may or may not even be able to understand. It focused on teaching the person how to speak clearly enough to be understood. Many of the sounds they learned to make, they never learned to understand.

With the implant, the key is to understand the sounds you are hearing. Verbal language is all about putting meaning to the sounds you are hearing. Yes, speech articulation is part of it, but the majority of the emphasis is on learning to understand the sounds you are hearing. It is all about the brain. 100%. You learn to make sense of sound, put meaning to words, paraphrase what you see and hear, initiate and reply to conversations. In short, you are learning verbal language. The success of the implant rests on how completely you learn language. And how well you learn language rests on how well your brain is able to interpret the sounds the implant is giving you. Meaningless parroting has no place here. It is all about brain development. Speech therapy is the way the brain learns to focus the sound, so the sound has meaning. I really think it is no longer appropriately named. Maybe calling it speech therapy was what was happening in the days.

As a parent who has been intimately involved with my daughters speech therapy over the years, first with her initial implant and now with her second bilateral implant, I can tell you that there is one thing I know well. It may be called speech therapy. What she is getting is NOT speech therapy. It is LANGUAGE therapy.

K.L.

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The Obama administration is preparing to send General Motors into bankruptcy as early as the end of next week under a plan that would give the automaker tens of billions of dollars more in public financing as the company seeks to shrink and reemerge as a global competitor, sources familiar with the discussions said. [...]
Under the GM draft bankruptcy plan, the company would receive just short of $30 billion in additional federal loans, a source said.
The figure is a starting point in negotiations between the government and the company, the source said, and could change. A cash injection that large would boost the U.S. investment in GM to nearly $45 billion. The timing of the filing is also fluid, and could happen the first week of June.

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Emma had a hearing and speech evaluation today.
Last year, when she was at Little Miners Montessori, she had the same evaluation. The results came back and she had failed the hearing test in her right ear. They also said that her voice sounded like she was talking through her nose. They suggested that maybe she had a cold and had fluid in her ear. I waited about 2 months and then took her to our family doctor to have it evaluated. They didnt do a hearing test, but checked to see if her eardrum would move with an air test. He couldnt get the eardrum to move, but he didnt seem very concerned about it. It wasnt effecting her speech or her development so we just decided to wait it out.
A few weeks ago Ian had his evaluation at school. He passed with flying colors, but it got me thinking about Emmas hearing again. I called the audiologist and scheduled an appointment for Emma.
Luckily she passed the hearing test, but they did identify a few problems. Her voice was still quite nasaly. The audiologist felt that the nasal voice combined with her snoring and mouth breathing indicated a problem. She probably has enlarged adenoids and will probably need her tonsils and adenoids removed. The next thing is they said she has a slight speech impediment. She has a slight lisp and a tongue thrust. She recommended a program to help her stop sucking her thumb. Hopefully that alone will fix the speech issues, but if it doesnt, then she will need to do some speech therapy too.
The first thing we are going to do is have her see a pediatrician to be evaluated and referred to a pediatric ENT. We have an appointment for tomorrow, so we will just have to wait and see what they recommend.
Once school is out for the summer, we will start the thumb sucking cessation program. Emma will have a consultation with the audiologist. She will start a journal and wear some thumb buddy gloves to sleep. The audiologist says that most kids stop sucking their thumbs within 3 days! Hopefully it will work as well for Emma.
Hopefully we will know a little bit more tomorrow. Im not really worried about it, but I feel kind of negligent about the whole thing. I knew that her voice was nasaly but I didnt know that was something to be concerned about. As far as the lisp goes, I have honestly never noticed it. I just attributed anything I ever heard was due to her crooked teeth and her weird bite. I hope that she doesnt have any long term issues from this that could have been prevented.
Ill update everyone again when I know more.

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Sun, Sun, and some more Sun.  Take your next traveling assignment to Florida.  TravelRehab has ample Florida Occupational Therapy Jobs.  Job postings include cities such as Miami, Fort Lauderdale, Tampa, St Petersburg, Orlando, Jacksonville, Bradenton, Sarasota, Fort Myers, Lakeland, Melbourne, Daytona Beach, Pensacola, Port St Lucie, Tallahassee, Ocala, Naples, Gainesville, Fort Walton Beach, Panama City, Punta Gorda, Vero Beach, and Palm Coast.  Visit TravelRehab now and find your next travel assignment.

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As speech pathologists, we are always looking for new activities to keep our students engaged and improve their speech and language skills. Sometimes we just need a change of scenery ourselves!
I was reminded of this when we had an uncanny week of summer weather 2 weeks ago. I arrived at a childs house and he was outside sending matchbox cars down the slide into his plastic pool. Instead of doing our usual routine we just stayed outside and played with the cars, using them as a reinforcement for articulation productions. As the cars got ready to race down the slide, we used it as an opportunity for a language activity as wellpredicting who would win, and then naming the first, middle and last cars as they crashed into the water. Somehow I got an entire hour of done on his sounds that usually interest him for a short time.
Preschoolers love the out-of-doors as a backdrop for therapy. I have taken walks and gotten a first word out of a child as we pass the same stream and throw rocks in the water. I have used a bale of hay in the backyard (Dad was seeding the lawn) as a home for dinosaurs to talk and move, a slide to send blades of grass and sticks down, a bucket to collect rocks, ants and sticks, all as the child is naming or attempting to name his surroundings. 
Parents, keep in mind that the outdoors is a whole new backdrop for vocabulary and interesting things to explore and name.

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This album begins: Spent a week in a dusty library / waiting for some words to jump in me / we met by a trick of fate / French navy my sailor mate before being glazed with handclaps and strings laden with walls of sound, just like Phil Spector would have wanted. French Navy telling the charmingly naive tale of a girl trying to write but being distracted by love. I experienced this with my first listen of the album. Trying to write my own novel, I stopped typing, my fingers hovering over the eyes, and slowly I swooned and fell in love with Tracyanne Campbells dizzy head-in-the-clouds lovestruck voice as she guided me through eleven tales of love and woe and abject heartbreak. French Navy should have been sung by Al Green, but its commanded beautifully by Campbell as the strings ache and swoon and swell around the nucleus of her voice. This album spans the length of a relationship (her career perhaps) as obsession and love and charming flirtation all mix to create a heady, literary attempt to document the wild rush and settling in of a strong relationship.

Campbell mixes childlike naivety with headstrong power and passion, innocent and eloquent in the same breathy stanza, poetic and earnest, almost like a confessional diary entry. The Sweetest Thing is like the most joyous song McAlmont and Butler nearly nailed. Campbell's soft Glaswegian accent and delicate, nasal tones suit the fragility and naïveté of a he-loves-me-he-loves-me-not sentimentality. is rousing, stirring and almost country-ish in its execution, like Away with Murder, slide guitars duelling with strings. is quieter, acoustic, sadder, more direct and not like the dizzy swirls of sound that accompany other songs on the album. The centrepoint, it is both emotive and heart-wrenching. By the end, Campbell is nearly weeping, completely stricken. Its aftermath comes in the filmic string-laden Careless Love, portentous about the end of an affair and its lingering memories: I've been really struggling / to think of you and I being friends / I blow hot and cold / yeah I'm like a yo-yo / so I don't think I should see you again.

My Maudlin Career is like a modern-day Ronnettes song, with twinkling pianos, crashing drums and the melodies that yearn and celebrate and pumps fists and thumps hearts all at once. Phil Spector, again, would be proud of this piano-twinkling display of complete powerhouse beauty. The soul that pervades this album is sometimes vintage Motown, and others vintage Spector but mostly a continuation of the elegaic music that Camera Obscura has regaled us with for four albums. Forests and Sands marries a child-like travelling ethic with a stomping bus-rolling beat. It documents the distance between a traveller and their lover. Closer Honey in the Sun finishes optimistically, hopeful for a brighter day, sunny and colour-drenched, despite the sadness that lingers in the cold dead lyrics. Though documenting the deepest depths of sadness, there is a joy throughout this album, a unifying rallying call of fist-pumping anthemic happiness beating in its epicentre. My Maudlin Career is a bare-boned honest and startlingly well-put-together document of a relationship.

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I genuinely have two friends who are professional musicians. My guess is most other music journos are much cooler and regularly hang out with bands. I'm just not trendy enough.

This guy Josh is one of the two. We both lived in a converted schoolhouse in Greenwich over two years ago and met when there was a power cut and everyone came out into the hallway. True story.

This week he's in Music Week and has been featured as Record of The Day's er, record of the day. His single launch is next week. This video was made for 120- the cost of a make up artist and lunch.

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Have you ever hesitated to address someone because you were afraid you might mispronounce their name?  A friend of mine once saw a name that was spelled Orangello.  She thought it was a bit unique and pronounced it like she saw it, orange jello.  However, the person was quick to point out that the name was pronounced oRANGelo and her friend LeMONgelo was frequently mispronounced, too. 
With our increasingly diverse society, we find ourselves trying to pronounce foreign names that are spelled very differently than American English rules would govern.  For example, some names begin with a /q/ but do not sit beside a /u/.   Names that begin with /kn/ are pronounced with a /k/  in America but the /k/ is often pronounced in other culturesKnut is KNOOT.  The name Michel may look like but is actually pronounced, mee-SHELL or Simon is pronounced see-MONE in some cultures.  How do you know which syllable to stress when you see this name: Bloduedd (BLODweth or BLODwed).  If you couldnt see or hear the person, would you guess that the person is male or female? 
Next time you are introduced  to someone who has a foreign sounding name, respectively ask them to repeat or spell it.  Then ask them to teach you how to pronounce it.  Practice the name out loud and invite the person to correct you.  The ice will be broken and you can both relax.  You’ll feel  much more comfortable using the person’s name.

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Gift baskets are great gifts for virtually everyone on your list for any type of occasion.
Even though you may think of gift baskets as impersonal on one hand, on the other hand gift baskets can be truly a creative gift for anyone to receive.
Prepackaged gift baskets, however, may actually be those impersonal gifts that many people dont like to receive because they may only include generic gifts anyway, such as hot tea packets, chocolate candies, and other types of food or candy that you may not even want.
However, if you make a gift basket right and include all of the things that the person you are making it for may like then you definitely have a good shot at pleasing the recipient.
After all, giving a gift is the most important concept about a gift basket so making sure that it is received well is of utmost importance!However, the problem with gift baskets usually lies in the fact that many people simply are at a loss as to know what type of gifts to put in their gift basket for whoever theyre buying.

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Regarding articulation, I also have my "bag of tricks" that I use complete with a mirror, microphone, tape recorder and picture/sound cards that I use to help practice isolated sounds. With many of my "speech only" kiddos with significant articulation issues, I use a speech book, which is always left with the family. They are instructed to add pictures and practice the activities daily. In addition; however I often bring paper and glue activities for the child to complete to add to the book. These activities help them gain the confidence and practice they need to improve their ability to make sounds and be understood by their family members. I feel it is unrealistic to ask every family to have all the different tools that I know can help stimulate speech and language.

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Today is a national campaign targeted at ending the derogatory use of the word "retarded." If you know me you know that I am 1) for the right of free speech and 2) do not buy into political correctness. Still, you would also know that I am one who always tries to show respect. When I challenge a person, I challenge their ideas, their teachings, and their comments, not their physical appearance, skin color, or any other personal trait. Even then, I still respect their right to disagree. Respect is something that people with disabilities and special challenges never seem to get, and they are the one group of people who deserve it more than anyone else.

People with special needs like my daughter who has Down Syndrome work extra hard to accomplish the most simple tasks of life. Instead of cheering and applauding their accomplishments we use words that are supposed to simply describe their delays, such as retarded, and use it to insult others. This group of people would do almost anything to earn our respect and instead of giving it to them, we use them as the butt of our jokes. We find humor in their difficulties and feel a false sense of superiority and security because we are not like them.

The next time you think of using the R word, or hear someone else use it, think of all the people who are hurt by the comment. They may not be standing around you, but they are out there, working extra hard to be a productive citizen of society. They don't want you to do it for them and they don't want your sympathy. All they want is a little respect and a little dignity. For just once, they would like to live in a world that understands that a person who has a cognitive disability has probably done more in their life to earn respect and admiration than we will ever do in our lifetime. They deserve our love and acceptance, not our ridicule. So join with us in our campaign to end the use of the R-word as a way of making fun of others. Instead let us educate others about the accomplishments of a segment of society that is so little understood.

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November 19th, 2008
My daughter is 2 years old and has a sensory integration disorder. Our insurance will pay for 20 sessions of occupational therapy a year and, if she is diagnosed as being autistic, she can receive 20 sessions of speech therapy a year.
We currently have two options for her therapy. The first is a pediatric rehabilitation clinic at one of the local hospitals. She is currently getting occupational therapy through them and we go to their clinic and play in their sensory gym. The second option is to receive speech and occupational therapies through the school distict that we live in. We have had her evaluated and are currently waiting for a therapist to be assigned to us.
The first option, the pediatric rehabilitation clinic, did Baby Bear’s first evaluation to find out if she was autistic. The pediatrician sat Papa Bear, Grammy and Paw Paw, and I down in a room and discussed what she had seen in the evaluation. We also were able to ask questions of her regarding particular diagnoses. The pediatrician told us that she didn’t want to give Baby Bear a diagnosis of autism at this time because she was too young, however she gave us the option of the diagnosis due to what our health insurance would pay if she received the diagnosis.
After we turned down the autism diagnosis, the pediatrician gave her the diagnosis of being developmentally delayed with concerns for autism. We put Baby Bear on the list for occupational therapy and recieved an application for financial assistance through Scottish Rite, a Masonic organization.
Baby Bear is currently receiving occupational therapy twice a week from the clinic. We will go back to once a week next year and, hopefully, once the 20 sessions are up, find a way to pay for them, be it through our own pockets or grandparents willing to help. She has been approved for financial assistance through Scottish Rite and will be beginning speech therapy in January.
The second option, through the school district, also performed an evaluation. I was told by an early education specialist that Baby Bear was eligible for services and I met my Resource Exhange guide who is supposed to take care of setting up a therapist for Baby Bear.
The first therapist decided that, since her child went to the same day care that Baby Bear goes to and where we would want the therapy to be held, she would be “uncomfortable” with giving her therapy because she didn’t want the teachers to think badly about her. No joke - thats the reason she gave. Needless to say, she wasn’t the right one for us. A few days later, I received a paper to sign that states our goals for Baby Bear haven’t changed, only the provider has.
After two weeks, I contacted the guide at the Resource Exchange and told her we still hadn’t heard anything from anyone else. She was apologetic and told me that she had 28 more days to find a therapist for Baby Bear before she “got into trouble.” She called back the next day, telling me that she had a therapist available, but only on Saturdays at 11:30am which would make it impossible for us to ever do anything on the weekends when Papa Bear doesn’t have to work.
Note: the first option is private pay. Our insurance doesn’t cover everything but it covers some and we are very grateful to the Scottish Rite organization for their financial assistance.
The second option is our tax dollars at work through the public school system and the school district we live in.
Why again do people want Universal Healthcare.

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Thank you for visiting. Clear Speech, Inc., is a pediatric speech, language, and feeding clinic. We work with children ages birth to 18 years. We focus on helping children make their speech more intelligible, express ideas clearly (both verbally and in written form), learn concepts, improve vocabulary, follow directions, and retell stories. Children with feeding disorders improve oral motor function, and learn how to become more comfortable with the sensation of food in their mouth, chewing and swallowing. Because Clear Speech, Inc., provides an environment that is like an actual home, it invites the whole family into the therapy process.

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S2 had a developmental eval. He needs therapy the therapist says. His motor skills are fine, except that his attention span towards getting work done(puzzles, etc) was very short. It is sad, cause I thought he would pass this test. I always think that he is way ahead of his age when it comes to fine motor skills. But I was wrong. He does not show interest in writing, coloring or doing puzzles. And today by far was his worst day of eval. He did not even point the cat or the dog, which he did when the speech therapist was here.

For me, it was draining to see him there tested. I almost felt like picking him up from there and hiding him in my room, safe from everything. I felt that she was judging him and me. I am not against this therapy thing, but it fells like he is small and he was getting tired. And all she did was play some games with him and gave him some puzzles to solve.

All this makes me go back to the base of all this, why did he have to be born that early, why 25 weeks, why not 35 weeks, another 10 weeks and all this would not even come up. He would have been a healthy 2 year old now. Why why why.... is it some thing that I did, did I do something wrong in my past that he is going thru' all this so on and so forth.

I thought I was past all these thoughts, and was in utter denial about his speech delay, till he started throwing tantrums for little things, my friends did advice me to get into it as soon as possible, but I wanted to give him time. Now I am thinking, am I too late? Is he going to take longer to learn now that he is 2?

I pray that this therapy will not be draining for him. I have heard all positive things about it, and I hope it will be positive for him too.

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