Swim Class

Laura Jon has been swimming for years, both casually with the family in the pool/lake, as well as in formal classes (at school and Bloorview). He really enjoys swimming, and works hard during classes, usually coming home dog-tired. At Sunny View they (roughly) followed the Red Cross swimming badge program, altering the techniques to varying extents, depending on the kids’ disabilities. After the first beginner’s badge or two (put face in water, blow bubbles, float, etc.) Jon’s progress flattened out somewhat. Even when he’s wearing a float belt, it’s difficult for him to coordinate his limbs forcefully enough to propel him in a given direction without a lot of physical support from his helper. Result: Blub.

However, after the last term of Bloorview classes, his instructor hit upon a potential game-changer, which we hope she and Jon can develop next term. She discovered that Jon floats very nicely on his back without the extra human support (unlike on his front), and so may be able to learn elementary backstroke as his functional stroke. She sent him home after his last class with this nice note:

Swimming Certificate

Much of Jon’s academic development has been like this—long periods of relative stasis followed by huge leaps forward in development: Learning how to read and write in Tami’s class; learning columnar addition and subtraction in Denis’s class—these were developmental changes that were almost breathtaking in their scope and sheer rapidity. The interesting thing is you never know when or how these leaps are going to take place—even a gifted teacher may or may not “click” with your kid’s skills or personality. In Jon’s case, the best teachers have been tenacious ones: Ones who are willing to constantly throw stuff at him to see what sticks, but at the same time have the imagination to try things from different angles. Can we add to this short list of lightbulb moments a physical accomplishment? We’ll see!

Tangled

Jon 12/30/2010

I really like the movie Tangled. I have seen it twice. My favourite part of the movie is the part where Flynn takes Rapunzel to see the floating lanterns. When the lanterns started to light up they played the song “I See The Light.” I love that song. I’ve got it on my iTunes right now. I also like the song “Something That I Want.” This song is at the end of the movie Tangled, when they play the credits.

Jon

(Jon loves this movie. It was probably the first movie he’s reacted emotionally to (during a sad part, too, will wonders never cease!). P and L highly recommend it, too. Ignore the trailers you’ve seen; they’re awful.—L)

Vision issues

LauraPeter Terry Pratchett, the fantasy writer, wrote a clear-headed and deeply personal article about having been diagnosed with Alzheimer’s. The type of dementia he has is called posterior cortical atrophy (PCA), apparently the “best” form of Alzheimer’s to have: memory and coherency are largely left unaffected (at least at the beginning), but visual acuity and skilled movements show a decline because the brain cells damage is focused on the region that controls visual processing.

On reading about PCA, I was struck by the similarities between it and the cortical visual impairment that Jon has, and the symptoms on one of the fact sheets put out by the UK Alzheimer’s Society could be a point-by-point description of Jon’s visual issues:

However, in people with PCA, visual problems are not due to problems with their eyes. Rather, the affected brain cannot interpret and process the information received from the person’s eyes, which are still healthy.

The visual problems experienced may vary widely but often include some or all of the following:

  • Difficulty recognising objects in pictures (for example household items in a catalogue, especially if the pictures were taken from obscure angles or the picture is incomplete).
  • Difficulty recognising faces (for example TV characters, friends, relatives).
  • Decline in spatial awareness, for example in judging distances and speeds. This might result in the person missing when reaching out to pick something up, finding it hard to press the correct numbers on a telephone, experiencing difficulties with driving or descending stairs, and in judging the speed of moving traffic. Stationary objects may also appear to move.
  • Difficulty moving from the end of one line to the beginning of the next when reading.
  • When reading, particular words or letters appear to move around or become superimposed over one another.
  • Difficulty in reading certain types of text (for example large print such as newspaper headlines, handwritten notes).
  • Experiencing increased sensitivity to bright light or shiny surfaces.
  • Experiencing double vision or feeling that their eyes are jerking around or not completely under their control.
  • Particular difficulty seeing clearly in fading or low light conditions.

Some problems may be particularly hard to understand – for instance small print may be easier to read than large print – or objects that are ‘just under someone’s nose’ are not recognised and then suddenly ‘seen’. These problems, especially if not clearly explained, may be a particular cause of frustration for those around the individual with PCA as well as for the individual themselves.

We can certainly vouch for the “hard to understand” bit. Two of Jon’s early teachers simply refused to understand Jon’s issues, ignoring strong suggestions by Jon’s vision consultant. One teacher dismissed concerns about laminating reading materials (because of the glare off the fluorescent lighting), and intentionally did so. Often people think that Jon’s turning his head away from the person speaking is a behavioural issue (“he’s not paying attention”) whereas it is actually proof that Jon is desperately trying to see the person – using any means he can – to overcome his nystagmus (involuntary eye movements). He often has to resort to using his peripheral vision in sidelong glances, which unsettles people. Jon’s eye specialist has warned us that we’ll have to stress this to all his new teachers, and we’ve tried to do this, with varying success.

Many people assume Jon’s visual difficulties are due to focusing issues in the eye (especially since Mom and Dad both wear glasses for nearsightedness), but his eyeballs are just fine. (As regular readers know he did need glasses for a time, but currently does not. Very strange.) It’s hard enough for us to understand the unpredictability of Jon’s cortical deficits, so no doubt it’s far harder for other, less closely-connected, people.

Jon’s behaviour – lack of close friends, inability to pretend, etc, has even been likened to autism by some (including one of his finest teachers). He does exhibit some autistic characteristics at times, but he would never be classified as autistic. But much of Jon’s odd behaviour is actually his coping with complex aspects of his damaged vision. Sometimes we wonder if he has much of an ability to distinguish faces, (a little like the stroke victim in Oliver Sacks’s The Man Who Mistook His Wife for a Hat). When Jon sees an animated TV character in a situation where a different voice actor has been hired, he pounces on it immediately. Is that his primary way of identifying people?

So articles like Pratchett’s give us a little more insight into the intricate perceptual processes that are taking place in our brains, and maybe get us a little closer to understanding how Jon is trying to decode his world.

Friday

Jon Yesterday was a good day. After school I saw Frieda from Bloorview. I did a big workout with Frieda. I was pushing my wheelchair. When I’m going up a hill I lean forward and I use quick hands. When I’m going down a hill I lean back and I squeeze the chicken and I slow myself down. When I take a break in my wheelchair I go sideways and I hold on to my wheels. My workout was great. I got tired from all that workout.

Wheelchair training

(Some explanations: Frieda is an occupational therapist at Holland Bloorview who Jon has been doing wheelchair training sessions with. (Oddly enough, even after years of going to school in a wheelchair Jon’s never been formally trained how to deal with slopes.) “Quick hands” is pushing very quickly, with short, sharp pushes, on the wheel rims. “Squeezing the chicken” is a demonstration technique Frieda used with Jon of squeezing a rubber toy chicken with only a little pressure. In a wheelchair that would translate into putting enough hand pressure on the rims to slow the chair down but not stop it completely. Tricky stuff.—L)

2010 Halloween costume—with fish!

LauraPeter He was a grizzly bear in a river at spawning season!

Jon asked to be a bear about 2½ weeks ago, and since then we’ve had to quickly design, sew and build the costume. We steered him away from being a polar bear (since the goat 5 years ago was kinda similar), so he decided on grizzly bear, and Peter then immediately came up with the (bite-off-more-than-you can-chew) river with salmon idea.

We made it through this construction with most of our hair intact! That’s not to say it wasn’t close, with Peter doing the finishing touches (mainly involving hot-melt glue) just as we were heading out the door (they were scheduled for then, not a panic—P). No time for test runs here—just glue and go!

costume modelled in kitchenfish

Left: Jon modelling his costume in kitchen seconds prior to trick-or-treating.
Right: close-up of salmon.

closeup on bear head

The costume was perfectly suitable for the crisp fall weather. For once Jon put up with wearing mittens, most of the way at least. Unfortunately one of the stream’s two “rocks” (made of cardboard and craft paper) disengaged during our travels; we had hoped it make it through the evening, but his new wheelchair has far fewer solid anchor points! At least the bear costume held up just fine (and is still perfectly useable….anyone want a slightly-used bear costume?)

Links to past costumes: 2009, 2008, 2007, 2006, 2005 and 2004

Roaaaar!