August 19, 2011

5 Ways To Stay Psychologically Healthy

With the stress of the first week of a new semester behind me, I’ve put some new strategies to work. For lack of better terms, they help me to stay sane. And most students, teachers, and professors will try anything to keep them sane.  Share your sanity restoration and maintenance tips in the comments!

Stay away from your dorm, apartment, or other place of residence during the working day. This is mostly for students, but treat school as a full-time job.  You wouldn’t leave your place of work in the middle of the day, would you? Granted, I do stop by and clean if I didn’t have the chance before leaving and to replenish snacks and drinks (more there later), but it’s never for more than twenty minutes.  Napping in the middle of the day generally gives you a lull, and those afternoon classes are a drag. Try your best to stay away. The longer you stay away, the less you’re tempted to get lazy and start thinking about being homesick, missing friends, etc. and your mindset for the day is ruined. Stay out in the sunshine and enjoy the day!

Eat plenty of healthy snacks, and drink lots. If you’re low on energy, you’re tired, grumpy, and your outlook changes. I keep a few snacks in my bookbag and carry a drink, and then at lunchtime, I replenish. If you’re satisfied, your whole body is happy. The grumbling of the stomach doesn’t help your peers (or your professors and teachers) to focus well in class, either, so avoiding hunger helps. A full stomach makes for maximum energy, and maximum energy allows for optimal output!

Allow yourself some time to socialize. During the day, stop by and have a short chat with a member of the staff, faculty, or a friend.  Breathing and getting your mind off of classes and assignments and other duties for a few minutes allows your body to relax and enjoy experiences. Write an e-mail to a professor and ask to have lunch. Write a text message to a friend and ask to study together. Time away is good.

Find a trusted mentor with whom to develop a relationship. It may be a counselor or therapist on campus, but it may be a professor, staff member, or friend. Sounding boards who are neutral are amazing things, and you’ll find that it will most likely be a lifelong relationship that can’t be replaced. Tell them what’s on your mind. And often.

Break assignments into small chunks. Most often, students are stressed (and even professors and teachers!) by the amount of reading or writing that they must do in a particular class. Break it up. It’ll help things seem more manageable.  If the book is 200 pages long, reading 10 pages in 20 sittings might be easier to handle. Climb the mountain one step at a time.

What are your strategies for staying happy, healthy, and strong during the semester? Share in the comments! 

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Filed under College, Disability, Transitions, Undergraduate Education

August 8, 2011

Patience: An Essential For Your Teacher Toolkit

This weekend, I’ve sought out many different ways to instill intrinsic motivation within myself for the upcoming semester. I will move back into my dormitory and begin my third year of college on Thursday. It’s amazing what you find when you’re really not looking for it.

(Background: I was planning to make a video this weekend that explained the reasons for my graduate school search beginning so early, and this instance just confirmed that the video wasn’t necessary.) 

I was surfing graduate school websites, browsing faculty research interests, educational psychology doctoral programs with different specialization areas, and the whole bit. One of the schools I happened upon, that I’ll  choose not to name for now, had been on my radar before, but I didn’t think they had the program for me. So I moved on. But I kept searching.

Diligently.

Until yesterday. I ended right back where I started, and they have the absolute perfect program for my research and specialization interests. I began researching the area in greater detail, and on  their campus, they have an institute that is focused heavily on research in special education and on individuals with disabilities. I just couldn’t believe it. I was so excited. It also happens that one of my mentor’s research partners works at the university in a similar department, and I’ll be able to meet him and chat in the near future. Patience was all it took.

As teachers, isn’t that what we try to teach our students? Even if you don’t comprehend a concept right away, perseverance will see you through. Things will be wonderful, and you’ll reap rewards. That’s just what education is all about, isn’t it?

I can remember being a young elementary school student so excited for college, but more than that, I was excited to finally reach a time and place in my academic career in which learning more deeply was encouraged. I was excited to finally figure out who I was, what I wanted to become, who I wanted to become. It took 13 years of patience. But it all was so worth it. Our students deserve our best, and our best is often reflected in our own life experiences. You owe it to yourself and to your students. If patience didn’t exist, would our students understand how much we value their perspective, their insights, and most of all, the beauty of the developing mind and heart? If you ask me, patience is the start to a wonderful, motivated teacher.

Patience. It’s an essential for your teacher toolkit.

How have your students, patients, children, family, or otherwise benefitted from your patience recently?

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Filed under Children, College, Educational Psychology, Erin, Future, Graduate Education, Memories, Parenting, Parents, Transitions, Undergraduate Education

August 2, 2011

Six Things All Scared Students Should Know

In my recent post, I detailed five things that professors should know about students with disabilities, and it received wonderful feedback. Thank you all for that! My friend Nathan Lowell wrote a post “from the other side of the desk” that I encourage you all to go read and ponder. It was bluntly wonderful. Thanks, Nathan!

What happens, though, when you’re scared? You’re scared to bring up your needs in the classroom because you’re unsure of how you’ll be perceived? What if you don’t say the right things? How do you know the right things to say? In six simple steps, I hope your nerves will be eased, and you’ll be able to find success in any endeavor!

Professors understand that all students, to a degree, are nervous at the start of a semester. Most of the time, professors are extremely compassionate people who will be willing to work with you. However, they know that there is a certain degree of nervousness surrounding the novelty of course material, environments, and teaching styles. Even if your voice is shaky, the best thing to do in an attempt to calm your nerves is to go to the professor, shaky voice and all, and introduce yourself to him or her like you would anyone else. A handshake is sometimes appropriate, so if that helps your comfort level, offer your hand. Start by telling them that you will have needs that arise throughout the semester and leave it as simple as that for the first interaction.

You don’t have to disclose (technically anything) everything right away. If it’s easier, give yourself two weeks instead of simply the first day of class to make them aware of needs that may arise. This means that it will definitely be accomplished by the first test, and in case you need testing accommodations, that works well. Write your professor an email at the end of every week with new observations you noticed regarding your needs that week. That way, everyone is aware, but they don’t know everything right away, and your nerves can’t get worked up as easily.

Talk with a friend about the way he or she understands your needs. If you’re worried about the professor being unclear as to the nature of your condition or your needs, ask a friend, someone who probably had never heard of the things that you have or the things that you need before they met you to explain your needs to you. Knowing how others understand you is vital in describing yourself and the most crucial aspects of yourself to other people. Based on the explanation that your friend or other trusted individual gives you, work off of that. Which things do you wish people understood with deeper clarity? Which topics are better left diluted?

Past professors are wonderful resources. This isn’t to say that if they work for the same university, two professors think the same way. In fact, it’s so untrue that I’m almost embarrassed to have written it. But professors are deep thinkers. They understand things (or attempt to understand) on a very deep level. Ask him or her to explain to you the things he or she didn’t understand when you first walked into their classroom. Had they ever had a student in class with your condition before? What were the things that they talked most about with their colleagues when they read your letter of accommodation to get advice? Which were the easiest accommodations to make? Which were the hardest and why? Most importantly, what did they learn from you? This will help you to better explain things on a “professor’s terms with the professor. Try it!

You’re not the only one. If you attend a smaller university or community college, you may be the only student on campus with your diagnosis at the present time, but it doesn’t mean that you’ll be the only one in the history of the school. Any education you can provide, struggles you can navigate, and issues you can discover will benefit the entire university. And that should make you feel good! It may be tough now, but it gets easier as you have more experience.  It also gets easier as the university has more experience, and you’re giving them the opportunity to gain it while you’re a student!

Accommodations aren’t at all bad things. In fact, accommodations are wonderful things. Think about this: You’re traveling with your family to spend a week in New York City.  Because you don’t live there, the hotel is serving as your living accommodation for the length of the vacation. Does that make staying in the hotel a bad thing to do? No way! Instead, it makes it easier for your family to function as normal, to have a nice vacation, and to be able to visit one of the busiest cities on Earth. College is a privilege, and you’re very lucky to be where you are, but the college is also very lucky to have you.  In expressing that gratitude, they extend accommodations for your stay to be as comfortable and hassle-free as possible. Isn’t that amazing?

Briefly, I discussed the topic of communicating needs to professors in a guest post at HackCollege as well.

What are your experiences with disclosure of disability in the classroom either as a student, professor, or teacher? Share them in the comments so that we learn that accommodations change the world for those of us with disabilities!


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Filed under College, Disability, Erin, Transitions, Undergraduate Education

August 1, 2011

Five Things All Professors Should Know

As school begins to start at universities around the country, one of the things about which I always get the most nervous is how my professors will react to my needs. Usually, the e-mail and first face-to-face interactions clear the air of most stigmas and things right away, but just in case you (or your professors) run in to any problems, here are ten things that professors should know about (most) students with disabilities.

Students with disabilities are students first. Think back to middle school. You didn’t want to be called out in the middle of the hallway simply because you had a Texas-sized zit in the middle of your forehead.  If a student in your class is doing something a little differently or acting a bit differently, wait. Wait until after class to discuss anything you may think is questionable. Pull them aside privately and let them know your thoughts. As with any student, those of us with disabilities enjoy having the opportunity to educate you and explain how things work. In this situation, don’t be afraid to ask the student if he/she could find an alternate way to complete the task. Believe it or not, but just as you are willing to accommodate us, (most) of us are more than willing to accommodate you. Just ask!

It helps (most) of us to have a way to express ourselves in terms of our disabilities. Some students with disabilities are uncomfortable with disclosure in the classroom in terms of openness with classmates, and that’s perfectly understandable. Those of us who bring up the fact that we would like to present on a topic related to our disability that fits in with content view it as a way to advocate and educate. If at all possible, allow your student the opportunity.  If you teach another course in which the material may be more appropriate, let us know. It’s always a joy to educate, and the few times that I’ve done lecturing for my mentor, it’s the most fulfillment I’ve gotten from anything in a long while. And if your student needs assistance, don’t hesitate to give them my contact information!

Accommodations are tried and true methods that just work. You probably know that specialists on staff at the university have previously approved accommodations granted to a student, and these accommodations are based on medical documentation and a review of past histories from high school as to which accommodations were used and most effective. If a student is using accommodation in a way that you deem inappropriate, let the student know, and then be open to the reasons that they give and the way that they are explaining themselves. Yes, you have authority over your classroom, but ultimately, students know their needs and accommodations best. Grant them that expertise and authority over their personal learning process, and it will be freeing for both of you!

One-on-one time works like a charm. In my experience as a student, students with disabilities are the most common type of student you’ll see show up at your door during office hours is a student with a disability. Why? There are three main reasons, I would say, for most of us. One is that some of us have immature central nervous systems, making the chaos of a classroom difficult to tune out. (This is mostly true for me during group activities when everyone is all around the room.) Secondly, sometimes, other things are in our way during lecture. During a tough pain cycle, it’s difficult to intently focus to the degree that is expected and necessary to retain material. Lastly, a professional relationship with most people with whom we come in contact is often helpful for letting both parties know the authenticity of your efforts. Some of us (like myself) enjoy a really intellectual chat, and my professors are some of the smartest people I’ve ever met.

Medical complications may arise. My disability does indirectly affect my academic experience in the classroom, but it also means that I may have a rough day with pain management, with balance issues, and with general mobility. Those are the days that you may receive requests for extended time to complete a paper or other assignment. Most often, I have attached the work that has already been completed on the assignment so that the professor understands that I’m not buying time. Usually, I can anticipate when things are going to be shaky a day ahead of time, as with most motor oriented disabilities, so you may hear from the student a day ahead of time. If at all possible, grant what you think is appropriate. Most students with disabilities work harder than the average student just in everyday functions, but don’t be afraid to ask questions.

The number one thing that you should know, though, is that it’s perfectly okay, in any situation, to ask questions. You do have a right to know why.

Students and professors, what are your top five things that you want other students and professors to know about students with disabilities? 

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Filed under College, Disability, Educational Psychology, Erin, Undergraduate Education

July 30, 2011

Preparing For The Semester: Part II

In my last post, I shared a letter that I wrote to all of my professors as I prepare for this semester. Most of the time, as a student with a disability, it just helps me to stay on top of things, aside from the fact that it eases my mind to know that I’ve already taken a small step to dispel a stigma.

As I began searching for things to make my life easier as I started college two years ago, I came upon a blog at the recommendation of a good friend. Cal Newport is a post-doctoral fellow at Massachusetts Institute of Technology, and he is pure genius. Study Hacks has everything you could ever want to know in terms of procrastination, productivity, and other academic topics that we often think about as college students. From Cal, I’ve learned so many things, but for this semester, I’ve learned two things by using two of the methods that he outlines within the blog.

It is possible to run your college schedule and everyday life like it’s an 8-5 job. You CAN put the work down at 5 o’clock and leave it. How many times have you heard that a college student has pulled an all-nighter or how many times have you heard of the college student who spends six hours writing papers on the weekends because they didn’t have enough time to do it during the week. In Cal’s Getting Things Done method for college students (based on the book Getting Things Done: The Art of Stress-Free Productivity by David Allen), we are taught that there are three depositories for inbound information:

  • Notebook/agenda in your bookbag/school stuff
  • Actual inbox on your desk
  • Your e-mail inbox

The thing that struck me as efficient about the method was that no matter when you get an importance piece of information or where you are when you get it. There’s always a place for it, and knowing that it will all be sorted through at the end of the day helps to understand that no matter what, you can stay organized and aware of deadlines and the importance of certain assignments and tasks. Being productive in this way allows time to both enjoy the things that you want to enjoy in free time and to concentrate wholeheartedly on the things that are important.

The students with the highest GPAs work smarter instead of harder. Throughout my academic career, I have always thought that the valedictorians had their noses in textbooks for 24 hours a day, 7 days a week (well, not literally, but hopefully, you understand what I mean). These students understand the importance of devoting equal time to academics and social life, so not only are they book smart, they’re well liked. As a student with a disability, this has been a hard thing for me to manage, so one aspect of my life always suffers. In my case, it’s usually friendships, and that’s been hard. Your brain usually can only focus for 45 minutes at a time, so I may be writing blog posts and tweeting during my 15 minute study breaks every 45 minutes this year. Or answering e-mail. But it’s good to know that I don’t have to be studying all the time to get the results I want, and neither do you.

As a student with a disability, there are many more small, yet large, obstacles that must be faced, such as the fact that fatigue might take up some time because I’ll need to relax instead of study, so I e-mailed Cal to see what kind of suggestions he had in regards to adapting the strategies to the needs of students with disabilities.  I haven’t gotten a response yet, but as soon as I do, you’ll know about it. I’ll also be posting weekly “productivity updates” so that you (and I!) will be able to track progress and hopefully learn something from each other.

It gets better, though.  When I found out that Cal has written three books, I instantly searched iBooks to find How to Become a Straight-A Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less that combines a lot of what Cal teaches on his blog into a nice study strategy and interviews students from top universities in the country. I’ll let you know how the book turns out.

For now, though, what are the tools that you use to manage your time management and productivity? How have they worked for you?

Disclosure: All product links are Amazon Affiliate links.

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Filed under College, Disability, Erin, Undergraduate Education

July 25, 2011

Preparing for the Semester

One of the toughest things about being a college student with a disability, in my opinion, is first impressions on professors.  Why? Because you don’t want to draw too much attention to yourself, but yet you want to meet the professor and get to know him or her well enough to address your needs. At my school and at many others around the country, the disability services office provides letters of accommodation that serves as documentation of the disability. But I wanted to share an e-mail that I wrote to all of my professors as I prepare for the upcoming semester.  Feel free to ask questions, offer critique, or simply get to know the process. Thank you for riding along this wild journey with me, and I can’t wait to see where this semester takes us!

–

Dear Dr. X:

My name is Erin Breedlove, and I am so excited to be working with you in the fall as a student in (Course Name). As a brief introduction, I would like to make you aware of circumstances that will periodically affect me in the classroom and otherwise throughout the semester. Though you will receive this information on official letterhead from (disability services coordinator) at the start of classes, I prefer for anyone working with me to have my perspective as well as official documentation for ease of collaboration.

Most often, the largest obstacle I face, due to my diagnosis of mild cerebral palsy, is fatigue. As I begin my fifth semester of college, I hope to have a schedule pattern in place that will minimize fatigue and maximize energy levels to ensure that I am attending class as much as possible and actively contributing to discussion and other activities, as well as keeping track of assignments well so that I can achieve my goal of going to graduate school to obtain a PhD an educational psychology. 

A few accommodations are usually put into place so that I ensure my capabilities are stretched but that my abilities are not strained. Inside the classroom, there are usually note-takers that assist me with general note-taking in lecture due to difficulties with the physical nature of taking notes, actively listening, and everything in between. I do take notes for myself (often using my iPad or laptop), but any gaps that I’ve missed are able to be filled with the assistance of the note-taker. Additionally, extended time on tests and quizzes is permitted; however, this most often depends on the format of the test, the material covered, and the length of the testing window, but I will do my best to work with you to find a system that works for us.  In the past, I have taken tests and exams in the Testing Center; however, I will be glad to work with you to accommodate both your needs and mine.

Occasionally, though not frequently, I will ask for extended time to complete reading assignments due to increased fatigue levels (more likely at the start of Spring semester due to weather), but you will have ample notice as to what might be needed. I am working diligently in these last few weeks of summer to create a personal and academic schedule that is meshed together to ensure success.  I greatly appreciate your efforts in working with me and understanding my needs.  As a special education major, I certainly understand and value the work of professors and educators, and I am beyond grateful for the work that you do. 

To help contribute to scheduling efforts and maximizing opportunities for success, if there is a syllabus already available for the course, is it possible for me to obtain a copy? I find that going into a semester knowing my routines and expectations helps me to more effectively manage my time and energy.

Thank you so much for all you do, and I look forward to working with you over the course of the next several months. If at any time there are any questions or concerns, please do not hesitate to contact me.

Sincerely,
Erin Breedlove 
–
As always, comments, questions, or general feedback is welcomed. Ready or not, the school bell’s a-ringin’.
EDIT: I’ve received three of four responses, all of which have been incredibly positive; however, it makes me laugh that teachers seem “scared” by my needs. If they only knew! 

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Filed under College, Disability, Educational Psychology, Future, Undergraduate Education

July 25, 2011

Save A Life

Those of you who know me well know that I’m not a huge television watcher. Give me Twitter, something with which I can interact and control and learn, and I’m happy.

On the ABC application on my iPad the other night, though, something caught my eye. My friend, Dr. Richard Besser, and Diane Sawyer hosted a life-changing television special. Be the Change: Save A Life showcased charities that were doing things to better the world’s health through simple but complicated things.

There was one project that completely stole my heart, though they all strummed my heartstrings.

Embrace is an organization that started as a class project at Stanford University, but it is now a full organization and product line. In developing countries, such as India, where the project originated, premature babies and those with low birth weights have difficulty staying warm due to the fact that a standard incubator found in a United States hospital is approximately $2,000. Directly from the product’s website, the Embrace infant warmer can:

Using an electric heater provided with the equipment, the phase change pouch can be heated (or can be heated with hot water) to sustain a temperature of 98 degrees Fahrenheit for four to six hours.

An indicator (located in the bottom left corner of the fabric) that is a happy face indicates when the pouch needs to be reheated so that mothers and healthcare professionals can guarantee the safety and health of the infant.

The baby will never become overheated because the material will absorb heat from the baby if he/she becomes to cold or release it if he/she becomes too warm.

By now, you’re wondering one of two things. Possibly both. How can you help? Why did I care enough to blog? You’ve come to the right place. I’ll answer both of those questions.

Personally, the story struck me. If I lived in India and other parts of the developing world, I wouldn’t have lived without this ingenious creation. After birth, I spent seven weeks in the hospital and considerable amounts of time in an incubator. You see, my birth weight was three pounds and two ounces. And premature. With many other complications. In India, there wouldn’t have been a hope and/or prayer. And it rocks me to the core and breaks my heart. Knowing that the people of India want so desperately to care for their children (the ones like me, and even the ones who aren’t so much like me) but they financially cannot is unfathomable. No child should have to go through what I did without care, sanitation, parents, and pure love. So, I hope you’ll join me, the students and team at Stanford University, and my friends at ABC.

Think about it…

For as little as $100, we can save the lives of children in India so that they continue the Embrace project.

Here’s my plan of action: For every meal that I eat out, I will save the exact same amount of money to donate to the project. When it reaches $100 or more, I will donate to save the lives of infant children.

It’s that easy. So join me. Save a life. What’s your plan of action?

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Filed under Child Development, Children, Future

July 21, 2011

I’ll Love You For Always

When I thought about how my children would react to my disability the other day, I got a response that I didn’t expect. Dr. Vartabedian kindly let me know that “to them, I’ll be mom, not just a woman with cerebral palsy”. I forget that sometimes.  Shortly thereafter, I remembered one of my very favorite childhood stories called Love You Forever by Robert Munsch, which talks about a mother’s unconditional love for her child. During this thought process, I reversed the roles, just as Munsch does by the end of his poignant, emotional tale.

No matter what, children are taught to love despite most circumstances. We go through life teaching them that hate is a negative concept, but do we go about life teaching them to love what they are or who they are? Sure, the three-year old little boy is proud of his budding Lego genius, but is he really proud of the fact that he cries when it thunderstorms, he thinks it happens because  the Earth is sad and angry? Is he proud of the blue shirt or the heart pumping and beating with passion underneath it?

Growing up with parents who divorced when I was very young, unconditional love was not often apparent from my parents in my early life.  You could say that there were many thunderstorms in my house, but as my parents remarried and once again found happiness, the rainbow suddenly appeared. Though rainbows are gorgeous, it is my goal that my children will see only examples of never-ending sunshine with a few partly cloudy days mixed in for good measure, of course.

One thing that I want to be undeniably certain that happens when my children are born and when I’m gone, though, is that we whisper softly into each others’ ears:

I’ll love you for always.

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Filed under Adulthood, Child Development, Children, Disability, Erin, Future, Memories, Parenting, Parents

July 19, 2011

Mommy, What’s Wrong With You?

After reading Kerri’s post this morning, I began to think about how I will explain my condition to my own children. They can see what I’m dealing with on the outside, but no one can see it on the inside. They’ll always have questions. How, why, and when will I explain everything to my future children? Before you ask, I’m beyond grateful that CP doesn’t limit my ability to conceive and/or give birth.

How? I really don’t believe in sugar-coating things for kids purely because they’re kids. No, I may not use all the technical terminology, but I don’t even use all the technical terminology with most adults. I’ll explain that my brain bled when I was a baby, and I was really sick for a while before they knew what was wrong, and then it caused me to have trouble walking, that sort of thing.  They’ll be so used to me by the time they’re old enough to conceptualize that something is a little different that I probably won’t have to explain much. My normal will become the normal that they know. The question that I’m expecting is why their friends’ parents don’t do things the way I do them. Then I’ll know. Different is a good thing in their eyes, and that’s what I want to teach.

Why? Children have this insatiable curiosity until they find the answer to a question. It’s important that they understand the ins-and-outs of their everyday environment, and most importantly, I don’t want my children to be scared, uncomfortable, or nervous around their mother. I want them to learn from me, from the things that I do, they ways that I do things, and the reasons I do things. There will be many things that are challenges as my children age, and they’ll inevitably have questions, but that’s normal. Normal for  me and for them. Who knows? They may be able to help someone else understand. And that’s my goal all along.

When? I’ll start explaining things when asked. The intuition of most children may save me a few more years than expected, but when they want to know, they’ll know. I’ve thought about ways in which I’ll be able to include my partner in the understanding (and coping) of it all, but we’ll just cross that bridge when we come to it.

I’m so excited to have children and so excited to have the opportunity to educate children for the rest of their lives on the fact that people with chronic illness and disability are people first and foremost, but I’m equally excited that childbirth is in the distant future for me, as of now.

If you have any tips, comments, or suggestions, I’d love to hear your experiences with your own children or those around you! It’s never too early, and it’s never too late! 

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Filed under Adulthood, Child Development, Children, Disability, Erin, Future, Parenting, Parents, Transitions

July 15, 2011

Rights, Transitions, and Tough Decisions

On Thursday night, I had one of the most fitful sleeps I’ve had in a long, long time. I was nervous. The next morning, I was scheduled to go to my second-to-last appointment with my neurologist, the one who has been in charge of my care since I was diagnosed with cerebral palsy. I had just celebrated my second birthday before my first visit with him. He’s one of my favorite people in the entire world. The knowledge that he has is astounding, and I’ve been so privileged to spend the last 19 years with him in charge. There’s no better person for me.

As he examined me and interviewed me regarding current symptoms that have resulted from the fall that has been consuming me for a while, I found myself choking back tears. I’m going to miss his authoritative, yet tender tone. One of my favorite moments, assuredly, that occurred today was the fact that finally, a pediatrician sided with the actual patient instead of the parent. Sadly, that’s been a rarity for me and in my experience.  My mom talked about using my mobility device to get around my teeny tiny college campus. My doctor knows my philosophy regarding mobility: I’ll use it ’til I lose it. He looked at my mom when she suggested that she’d like to see me use the scooter more, and he simply said, “She’s a college student. Social things mean a lot.”

It was literally music to my ears. Someone who understands my need to simply be a college student. My fear is that I’ll never be able to duplicate the mutual sentiment idea in transition to a new physician. They are doctors dealing with adults, but they are not often doctors who deal with college students, and it will be tough to find someone who is completely compatible. I plan to interview doctors both at home and at school to widen my distance range and to have a better chance of finding someone I trust.

In an eerily timely fashion, Dr. Richard Besser, Chief Health and Medical Editor for ABC News has released a Patient’s Bill of Rights that is so timely for the things that I need and the things that I want the freedom to discuss with all healthcare professionals. Though I’m a vocal self-advocate, I find myself reading the ‘rights’ over and over with a degree of uncertainty. Will I find the doctor who will be receptive to the things listed here? What do I do if my doctor doesn’t listen, and how will I manage my own care. Thanks to Dr. Besser for the wonderful insight.

Only time will tell what the future holds, but for now, I hope you’ll join me on this road of rights, transitions, and tough decisions as I strive to make the best decisions possible regarding my care.

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Filed under Adulthood, College, Disability, Erin, Future, Medical Care, Memories, Pediatrics, Transitions