School Life

C completed 2 weeks of class! At times visibly tired, he fussed and cried but still enjoyed school and the company of his friends.

On the first 2 days, I was busy helping C adjust to the new surroundings as well as educating the more inquisitive kids on why C needed the NG tube and gadgets. The children took in these information as I explained and from then on they treated C as equals. They walked up to C and greeted him every morning; they high-fived and they held hands, spoke and laughed.

School taught me plenty. As much as I mentally prepped myself for the challenges, I was still caught in unexpected situations and was in a fixed then slowly came to understand the pressure to conform. Example of some unexpected scenarios:

i) C without a water bottle (since he does not drink from one). He cried so much over this on the 1st day of school that I HAD to get him one. Good that came out of this: he learnt to sip carefully with a straw without choking. C now had few good friends - Ade, Kash, Eve and Ally (not their full names for some privacy) to help fetch his bottle, open up the cap and sometimes feeding him water.
ii) Teacher instructed the children to stand up (or jump/cross their legs etc). C voiced out in dismay that he could not walk/stand and teacher was obviously caught off guard on how to respond. Well, things happened. We all learned and C soon understood he only needed to do what he was able to.
iii) Daily outdoor time meant riding the tricycles and playing at the playground. I did allow C (within the best of my ability) to ride a tricycle. I half squatted, half push, supporting C's torso and head while maneurving the vehicle. That was the only time he rode it haha. It was too much for me and we settled for simple play on the see-saw and slide during outdoor. On hot days, we opted to stay in classroom to do paintings/stretching exercises for his legs.
iv) Sports day (heavy physical activities) every Tuesday and Friday. P.E. teacher was kind enough to evaulate what C could do and included him in the activities.
v) Our 1st waterplay on Wednesday started off bad. Trays of water were lined up on a row of tables, out of C's reach. Of course no one foresee this until it was too late. C was upset and crying. I improvised a 50ml syringe as "watergun" and Adel thoughtful enough to fetch water from a bucket for C and voila! Instant changed of mood and participation.
vi) No way I could stop C eating during snack time so I had allowed him to do independent eating/chewing while I watched closely.

When in a regular classroom setting, we needed to make little changes sometimes improvise o top of plenty of explaining in order to blend in. It would be ridiculous for the school to alter their programmes just so we fit. That would probably make learning difficult for the majority too. In my opinion, true inclusion meant for both normal and special children to understand and accept each other's differences without forcing changes on anyone. I was glad that some of the 4-year-olds understood that and always keeping a lookout for him. The little gestures from the children and teachers made this transition an easier and enjoyable one for C.

Marching into 3rd week of school, teachers had slowly started proper lessons. Soon we would face more challenges in writing and schoolwork. Let us share more soon then.