Guest guest Posted May 14, 1998 Report Share Posted May 14, 1998 Boy, can I identify with these posts. Both of my daughters gave up for these reasons and did not complete high school. The younger went on to get her GED with much struggle soon after but the older is just now getting hers at age 28 as she is trying to struggle thru medical assistant training. Shenan is trying to get an education so she can support herself and her 2 kids but it is so dang hard with the disabilities. I don't know if will make it thru the training she is attempting either, but at least they are trying, I've got to admire them and am trying to support their efforts. In school I was always accused of not making my girls responsible and when things happened like falling asleep in class it was in their opinion because they were lazy. We knew nothing about our possible disorder then other than I was sure SOMETHING was wrong with the whole family and I was searching like crazy nite and day. If I defended the kids I was an overprotective interfering mom. They felt like total failures. S. School Issues Again Can you all envision the steam rising ;-)! To refresh the memory of those who have followed our school district saga...after much rangling, we placed lies in a homebound status January 1998. In January 1999, we held another IEP and agreed to have lies attend school 1 hour twice each week for a computer class. We discussed, and agreed, that this was to expose her to computers and, in the event she did poorly, would not be graded. About a week ago, her homebound tutor said the computer teacher spoke with him and indicated lies wasn't doing well (he thought maybe a C). Yesterday, before I arrived home from work, the interim grade report was delivered and she is FAILING. I discussed this with her. Today she is " nonfunctional physically " , ie very fatigued, severe muscle pain, weakness (typical mitochondrial patient response to stress) and can't get her scholastics completed. lies had the following comments regarding the computer class: 1) She did not understand that the journal was to be done everyday or on an ongoing basis. She isn't sure she was present in class when the original assignment was given. She has no memory of the basic or initial instruction/direction. 2) lies insists she was told to move to the computer closest to S because it has the Kids Pix program/software. 3) lies insists the teacher frequently tells N and D to be quiet but " never once " instructed/reprimanded S and her in similar fashion. 4) lies insists that she has extreme difficulty completing the assignments in the designated time and that she is told to " get it done " , but can't because additional assignments are given. 5) lies still feels very hurt/resentful because she was brought to school on the day of the " no detention party " and told by Mrs. M, " Oh, lies, you came on the wrong day. " Mrs. M instructed her to do " make up work on her computer " . lies said she had about 75% completed when she spoke with her teacher about printing the work and was asked why because it wouldn't count or be credited. As a result of that comment, lies erased most of what she did (never printed it out). To her the day was a big waste of time and ENERGY. Energy that she could have used for other tasks, such as Mr. S assignments. 6) Most instructions were given at the beginning of the course but not reviewed over time. 7) Most computer stations have " red cups " to use when assistance is needed. lies said her station does not (or it's well out of her reach) so she has to raise her hand. Her perception is there are lengthy delays before her hand is acknowledged and when it is the instruction is very brief, " It's simple you do it like this " (with a demonstration), but not adequate for her to comprehend the task or remember the mechanics of the task. At this point lies feels as if the return to school was a big waste of time and energy. From her vantage point, all she has done within the school building for the past two years is get more tired, get weaker, and FAIL. She wants to know why I was unsuccessful in " teaching " the school teachers about " what is wrong with her " and the learning problems that the " mito " causes which she can not control or adequately explain herself. I'm extremely angry. This really makes me question if the discussions at an IEP within our district (especially the Jr. High) are fruitful or productiveŠyou name the adjective. I believe the physician letters, Neurodevelopmental Psychology report and I were very clear in stating that with lies there are many issues that impact learning. These issues included: extreme fatigue, poor endurance, failing proximal stability, muscle weakness and fatigue (especially hands/arms), short term memory challenges, absence seizures, auditory processing difficulties, ADHD, extremely variable cognitive function with unpredictable LOSES. Did the teacher not understand, or recognize, that with lies it takes frequent reminders to keep her on task, frequent redirection to complete an assignment. With lies, one must question to verify that she actually heard and processed the instruction given (especially if there is a blank stare or no verbal acknowledgement that she understood or processed what was said). If it is clear to a teacher that two students can't control their " talking " impulse, why move them closer together instead of separating them? Did the teacher not understand that the last thing we wanted to do with this particular child was " set her up to fail " ? I believe that I'm usually available to the school faculty at work during the day or at home most evenings. Given that there were progressive issues why was there no contact until it's too late in the school year to " undo " the damage? Mr. S briefly discussed this with me about a week ago and I was left with the impression that she wasn't doing as well in computers as the core academics but wasn't failing. lies firmly believes that no one at the Jr. High really cares or understands how hard the past two to three years have been for her and how much of a struggle learning is or completing any written work is for her. She says Mr. S is one of the few people who really tries to understand and compliments her for what she does work so hard to accomplish. At this point, I'm not sure anything I say (or Mr. S says) will be motivation enough for her to push herself beyond the fatigue to produce/complete what we'd like her to do. She feels as if she's pushed herself beyond her limit, and deprived herself of time with/energy for friends for nothing. I'm at a loss for creative ways to encourage her. She wants to end the school year and start fresh at Shepard. Her hope (comment) is that those teachers/faculty will understand the disease, the struggles, the losses which she has no control over and accommodate in whenever ways are necessary to make her High School experience a positive/good one. Her IEP for High School is on the 24th. Any suggestions for 1) that IEP and 2) for motivating her to continue to keep her core subjects current? Joanne Kocourek The University of Chicago jskocour@... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 14, 1998 Report Share Posted May 14, 1998 Boy, can I identify with these posts. Both of my daughters gave up for these reasons and did not complete high school. The younger went on to get her GED with much struggle soon after but the older is just now getting hers at age 28 as she is trying to struggle thru medical assistant training. Shenan is trying to get an education so she can support herself and her 2 kids but it is so dang hard with the disabilities. I don't know if will make it thru the training she is attempting either, but at least they are trying, I've got to admire them and am trying to support their efforts. In school I was always accused of not making my girls responsible and when things happened like falling asleep in class it was in their opinion because they were lazy. We knew nothing about our possible disorder then other than I was sure SOMETHING was wrong with the whole family and I was searching like crazy nite and day. If I defended the kids I was an overprotective interfering mom. They felt like total failures. S. School Issues Again Can you all envision the steam rising ;-)! To refresh the memory of those who have followed our school district saga...after much rangling, we placed lies in a homebound status January 1998. In January 1999, we held another IEP and agreed to have lies attend school 1 hour twice each week for a computer class. We discussed, and agreed, that this was to expose her to computers and, in the event she did poorly, would not be graded. About a week ago, her homebound tutor said the computer teacher spoke with him and indicated lies wasn't doing well (he thought maybe a C). Yesterday, before I arrived home from work, the interim grade report was delivered and she is FAILING. I discussed this with her. Today she is " nonfunctional physically " , ie very fatigued, severe muscle pain, weakness (typical mitochondrial patient response to stress) and can't get her scholastics completed. lies had the following comments regarding the computer class: 1) She did not understand that the journal was to be done everyday or on an ongoing basis. She isn't sure she was present in class when the original assignment was given. She has no memory of the basic or initial instruction/direction. 2) lies insists she was told to move to the computer closest to S because it has the Kids Pix program/software. 3) lies insists the teacher frequently tells N and D to be quiet but " never once " instructed/reprimanded S and her in similar fashion. 4) lies insists that she has extreme difficulty completing the assignments in the designated time and that she is told to " get it done " , but can't because additional assignments are given. 5) lies still feels very hurt/resentful because she was brought to school on the day of the " no detention party " and told by Mrs. M, " Oh, lies, you came on the wrong day. " Mrs. M instructed her to do " make up work on her computer " . lies said she had about 75% completed when she spoke with her teacher about printing the work and was asked why because it wouldn't count or be credited. As a result of that comment, lies erased most of what she did (never printed it out). To her the day was a big waste of time and ENERGY. Energy that she could have used for other tasks, such as Mr. S assignments. 6) Most instructions were given at the beginning of the course but not reviewed over time. 7) Most computer stations have " red cups " to use when assistance is needed. lies said her station does not (or it's well out of her reach) so she has to raise her hand. Her perception is there are lengthy delays before her hand is acknowledged and when it is the instruction is very brief, " It's simple you do it like this " (with a demonstration), but not adequate for her to comprehend the task or remember the mechanics of the task. At this point lies feels as if the return to school was a big waste of time and energy. From her vantage point, all she has done within the school building for the past two years is get more tired, get weaker, and FAIL. She wants to know why I was unsuccessful in " teaching " the school teachers about " what is wrong with her " and the learning problems that the " mito " causes which she can not control or adequately explain herself. I'm extremely angry. This really makes me question if the discussions at an IEP within our district (especially the Jr. High) are fruitful or productiveŠyou name the adjective. I believe the physician letters, Neurodevelopmental Psychology report and I were very clear in stating that with lies there are many issues that impact learning. These issues included: extreme fatigue, poor endurance, failing proximal stability, muscle weakness and fatigue (especially hands/arms), short term memory challenges, absence seizures, auditory processing difficulties, ADHD, extremely variable cognitive function with unpredictable LOSES. Did the teacher not understand, or recognize, that with lies it takes frequent reminders to keep her on task, frequent redirection to complete an assignment. With lies, one must question to verify that she actually heard and processed the instruction given (especially if there is a blank stare or no verbal acknowledgement that she understood or processed what was said). If it is clear to a teacher that two students can't control their " talking " impulse, why move them closer together instead of separating them? Did the teacher not understand that the last thing we wanted to do with this particular child was " set her up to fail " ? I believe that I'm usually available to the school faculty at work during the day or at home most evenings. Given that there were progressive issues why was there no contact until it's too late in the school year to " undo " the damage? Mr. S briefly discussed this with me about a week ago and I was left with the impression that she wasn't doing as well in computers as the core academics but wasn't failing. lies firmly believes that no one at the Jr. High really cares or understands how hard the past two to three years have been for her and how much of a struggle learning is or completing any written work is for her. She says Mr. S is one of the few people who really tries to understand and compliments her for what she does work so hard to accomplish. At this point, I'm not sure anything I say (or Mr. S says) will be motivation enough for her to push herself beyond the fatigue to produce/complete what we'd like her to do. She feels as if she's pushed herself beyond her limit, and deprived herself of time with/energy for friends for nothing. I'm at a loss for creative ways to encourage her. She wants to end the school year and start fresh at Shepard. Her hope (comment) is that those teachers/faculty will understand the disease, the struggles, the losses which she has no control over and accommodate in whenever ways are necessary to make her High School experience a positive/good one. Her IEP for High School is on the 24th. Any suggestions for 1) that IEP and 2) for motivating her to continue to keep her core subjects current? Joanne Kocourek The University of Chicago jskocour@... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 14, 1998 Report Share Posted May 14, 1998 Boy, can I identify with these posts. Both of my daughters gave up for these reasons and did not complete high school. The younger went on to get her GED with much struggle soon after but the older is just now getting hers at age 28 as she is trying to struggle thru medical assistant training. Shenan is trying to get an education so she can support herself and her 2 kids but it is so dang hard with the disabilities. I don't know if will make it thru the training she is attempting either, but at least they are trying, I've got to admire them and am trying to support their efforts. In school I was always accused of not making my girls responsible and when things happened like falling asleep in class it was in their opinion because they were lazy. We knew nothing about our possible disorder then other than I was sure SOMETHING was wrong with the whole family and I was searching like crazy nite and day. If I defended the kids I was an overprotective interfering mom. They felt like total failures. S. School Issues Again Can you all envision the steam rising ;-)! To refresh the memory of those who have followed our school district saga...after much rangling, we placed lies in a homebound status January 1998. In January 1999, we held another IEP and agreed to have lies attend school 1 hour twice each week for a computer class. We discussed, and agreed, that this was to expose her to computers and, in the event she did poorly, would not be graded. About a week ago, her homebound tutor said the computer teacher spoke with him and indicated lies wasn't doing well (he thought maybe a C). Yesterday, before I arrived home from work, the interim grade report was delivered and she is FAILING. I discussed this with her. Today she is " nonfunctional physically " , ie very fatigued, severe muscle pain, weakness (typical mitochondrial patient response to stress) and can't get her scholastics completed. lies had the following comments regarding the computer class: 1) She did not understand that the journal was to be done everyday or on an ongoing basis. She isn't sure she was present in class when the original assignment was given. She has no memory of the basic or initial instruction/direction. 2) lies insists she was told to move to the computer closest to S because it has the Kids Pix program/software. 3) lies insists the teacher frequently tells N and D to be quiet but " never once " instructed/reprimanded S and her in similar fashion. 4) lies insists that she has extreme difficulty completing the assignments in the designated time and that she is told to " get it done " , but can't because additional assignments are given. 5) lies still feels very hurt/resentful because she was brought to school on the day of the " no detention party " and told by Mrs. M, " Oh, lies, you came on the wrong day. " Mrs. M instructed her to do " make up work on her computer " . lies said she had about 75% completed when she spoke with her teacher about printing the work and was asked why because it wouldn't count or be credited. As a result of that comment, lies erased most of what she did (never printed it out). To her the day was a big waste of time and ENERGY. Energy that she could have used for other tasks, such as Mr. S assignments. 6) Most instructions were given at the beginning of the course but not reviewed over time. 7) Most computer stations have " red cups " to use when assistance is needed. lies said her station does not (or it's well out of her reach) so she has to raise her hand. Her perception is there are lengthy delays before her hand is acknowledged and when it is the instruction is very brief, " It's simple you do it like this " (with a demonstration), but not adequate for her to comprehend the task or remember the mechanics of the task. At this point lies feels as if the return to school was a big waste of time and energy. From her vantage point, all she has done within the school building for the past two years is get more tired, get weaker, and FAIL. She wants to know why I was unsuccessful in " teaching " the school teachers about " what is wrong with her " and the learning problems that the " mito " causes which she can not control or adequately explain herself. I'm extremely angry. This really makes me question if the discussions at an IEP within our district (especially the Jr. High) are fruitful or productiveŠyou name the adjective. I believe the physician letters, Neurodevelopmental Psychology report and I were very clear in stating that with lies there are many issues that impact learning. These issues included: extreme fatigue, poor endurance, failing proximal stability, muscle weakness and fatigue (especially hands/arms), short term memory challenges, absence seizures, auditory processing difficulties, ADHD, extremely variable cognitive function with unpredictable LOSES. Did the teacher not understand, or recognize, that with lies it takes frequent reminders to keep her on task, frequent redirection to complete an assignment. With lies, one must question to verify that she actually heard and processed the instruction given (especially if there is a blank stare or no verbal acknowledgement that she understood or processed what was said). If it is clear to a teacher that two students can't control their " talking " impulse, why move them closer together instead of separating them? Did the teacher not understand that the last thing we wanted to do with this particular child was " set her up to fail " ? I believe that I'm usually available to the school faculty at work during the day or at home most evenings. Given that there were progressive issues why was there no contact until it's too late in the school year to " undo " the damage? Mr. S briefly discussed this with me about a week ago and I was left with the impression that she wasn't doing as well in computers as the core academics but wasn't failing. lies firmly believes that no one at the Jr. High really cares or understands how hard the past two to three years have been for her and how much of a struggle learning is or completing any written work is for her. She says Mr. S is one of the few people who really tries to understand and compliments her for what she does work so hard to accomplish. At this point, I'm not sure anything I say (or Mr. S says) will be motivation enough for her to push herself beyond the fatigue to produce/complete what we'd like her to do. She feels as if she's pushed herself beyond her limit, and deprived herself of time with/energy for friends for nothing. I'm at a loss for creative ways to encourage her. She wants to end the school year and start fresh at Shepard. Her hope (comment) is that those teachers/faculty will understand the disease, the struggles, the losses which she has no control over and accommodate in whenever ways are necessary to make her High School experience a positive/good one. Her IEP for High School is on the 24th. Any suggestions for 1) that IEP and 2) for motivating her to continue to keep her core subjects current? Joanne Kocourek The University of Chicago jskocour@... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 15, 1998 Report Share Posted May 15, 1998 Well, , the next chapter in our saga, sad tonight. With our issues we many times choose others to be with who have similar or other problems. Shenan's husband was arrested today for taking a customers car from the car repair shop where he works and going for drugs in it. He is in jail and she is sitting home with their 2 little ones and his 3 girls from his previous marriage as it was their wkend with the girls. She's crying to her dad now and I'm trying not to go ask her if she's had enough and is ready to leave-NOT my choice so bite my tongue. She knows she is welcome here. S. Re: School Issues Again >From: Arrants@... > >In a message dated 5/14/1999 3:20:48 AM Eastern Daylight Time, >joelinda@... writes: > >> In school I was always accused of not making my girls responsible and when >> things happened like falling asleep in class it was in their opinion >> because they were lazy. We knew nothing about our possible disorder then >> other than I was sure SOMETHING was wrong with the whole family and I was >> searching like crazy nite and day. If I defended the kids I was an >> overprotective interfering mom. They felt like total failures. > >Goodness, yes, doesn't this sum up a lot of our stories? Not having a name >for a condition can saddle a person with such a heavy weight. Thank you for >continuing to believe in your daughters. > > > >------------------------------------------------------------------------ >ONElist: where the world talks! >http://www.onelist.com >Join a new list today. >------------------------------------------------------------------------ >Brought to you by www.imdn.org - an on-line support group for those affected by mitochondrial disease. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 13, 1999 Report Share Posted May 13, 1999 In a message dated 99-05-12 21:03:12 EDT, you write: << See you at mito. conference this Sunday????? Becky Sasser >> Dear Becky: What mito-conference? Lynnie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 13, 1999 Report Share Posted May 13, 1999 Hi Joanne, Boy do you bring back memories!!! My daughter is 16 and 8 yrs. ago I took her out of public school and decided to homeschool her. For us this was the best thing we could of done. With each IEP meeting I would end up in tears and just feel like I was beating my head against the wall. None of them would listen. I wanted to be mainstreamed for everything but math. They would not hear of it. I said ok, we'll try a special ed class. When went into this class she was able to add and subract with regrouping, tell time, learning times tables. Know what they had her do for 2 weeks? Sit in a corner and write from 1 to 100. One day she came home and said she had done the Apple Works program,I thought great shes working on the computer,WRONG , they had this class cuttiing up apple and putting peanutbutter and raisins on them. Needless to say I was furious. At one of the IEP meetings, the special ed coordinator asked me if I had accepted condition. I said of cours, by then I had been dealing with it for 9yrs. He said no I mean are you happy with it, I burst out in tears and said yes I've accepted it but no I'm not HAPPy about it. If the tables were turned Mr. so and so would you be happy about it???????These are supposed to be educated people. would try so hard,come home so fatigued and usually upset.I told my husband if this is all the public school is willing to offer my daughter, I can give her twice the amount of education and Love her at the same time. Sorry to vent to you, but when I read your post and read that your daughter is going through basically the same thing, it just hurts my heart. I hope you and your daughter the best of luck, don't let them push you around!!!! I'll keep you in my prays. See you at mito. conference this Sunday????? Becky Sasser School Issues Again Can you all envision the steam rising ;-)! To refresh the memory of those who have followed our school district saga...after much rangling, we placed lies in a homebound status January 1998. In January 1999, we held another IEP and agreed to have lies attend school 1 hour twice each week for a computer class. We discussed, and agreed, that this was to expose her to computers and, in the event she did poorly, would not be graded. About a week ago, her homebound tutor said the computer teacher spoke with him and indicated lies wasn't doing well (he thought maybe a C). Yesterday, before I arrived home from work, the interim grade report was delivered and she is FAILING. I discussed this with her. Today she is " nonfunctional physically " , ie very fatigued, severe muscle pain, weakness (typical mitochondrial patient response to stress) and can't get her scholastics completed. lies had the following comments regarding the computer class: 1) She did not understand that the journal was to be done everyday or on an ongoing basis. She isn't sure she was present in class when the original assignment was given. She has no memory of the basic or initial instruction/direction. 2) lies insists she was told to move to the computer closest to S because it has the Kids Pix program/software. 3) lies insists the teacher frequently tells N and D to be quiet but " never once " instructed/reprimanded S and her in similar fashion. 4) lies insists that she has extreme difficulty completing the assignments in the designated time and that she is told to " get it done " , but can't because additional assignments are given. 5) lies still feels very hurt/resentful because she was brought to school on the day of the " no detention party " and told by Mrs. M, " Oh, lies, you came on the wrong day. " Mrs. M instructed her to do " make up work on her computer " . lies said she had about 75% completed when she spoke with her teacher about printing the work and was asked why because it wouldn't count or be credited. As a result of that comment, lies erased most of what she did (never printed it out). To her the day was a big waste of time and ENERGY. Energy that she could have used for other tasks, such as Mr. S assignments. 6) Most instructions were given at the beginning of the course but not reviewed over time. 7) Most computer stations have " red cups " to use when assistance is needed. lies said her station does not (or it's well out of her reach) so she has to raise her hand. Her perception is there are lengthy delays before her hand is acknowledged and when it is the instruction is very brief, " It's simple you do it like this " (with a demonstration), but not adequate for her to comprehend the task or remember the mechanics of the task. At this point lies feels as if the return to school was a big waste of time and energy. From her vantage point, all she has done within the school building for the past two years is get more tired, get weaker, and FAIL. She wants to know why I was unsuccessful in " teaching " the school teachers about " what is wrong with her " and the learning problems that the " mito " causes which she can not control or adequately explain herself. I'm extremely angry. This really makes me question if the discussions at an IEP within our district (especially the Jr. High) are fruitful or productiveŠyou name the adjective. I believe the physician letters, Neurodevelopmental Psychology report and I were very clear in stating that with lies there are many issues that impact learning. These issues included: extreme fatigue, poor endurance, failing proximal stability, muscle weakness and fatigue (especially hands/arms), short term memory challenges, absence seizures, auditory processing difficulties, ADHD, extremely variable cognitive function with unpredictable LOSES. Did the teacher not understand, or recognize, that with lies it takes frequent reminders to keep her on task, frequent redirection to complete an assignment. With lies, one must question to verify that she actually heard and processed the instruction given (especially if there is a blank stare or no verbal acknowledgement that she understood or processed what was said). If it is clear to a teacher that two students can't control their " talking " impulse, why move them closer together instead of separating them? Did the teacher not understand that the last thing we wanted to do with this particular child was " set her up to fail " ? I believe that I'm usually available to the school faculty at work during the day or at home most evenings. Given that there were progressive issues why was there no contact until it's too late in the school year to " undo " the damage? Mr. S briefly discussed this with me about a week ago and I was left with the impression that she wasn't doing as well in computers as the core academics but wasn't failing. lies firmly believes that no one at the Jr. High really cares or understands how hard the past two to three years have been for her and how much of a struggle learning is or completing any written work is for her. She says Mr. S is one of the few people who really tries to understand and compliments her for what she does work so hard to accomplish. At this point, I'm not sure anything I say (or Mr. S says) will be motivation enough for her to push herself beyond the fatigue to produce/complete what we'd like her to do. She feels as if she's pushed herself beyond her limit, and deprived herself of time with/energy for friends for nothing. I'm at a loss for creative ways to encourage her. She wants to end the school year and start fresh at Shepard. Her hope (comment) is that those teachers/faculty will understand the disease, the struggles, the losses which she has no control over and accommodate in whenever ways are necessary to make her High School experience a positive/good one. Her IEP for High School is on the 24th. Any suggestions for 1) that IEP and 2) for motivating her to continue to keep her core subjects current? Joanne Kocourek The University of Chicago jskocour@... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 14, 1999 Report Share Posted May 14, 1999 Hi Lynnie, In Cleveland, Ohio Dr. Bruce Cohen is having a mito.. presentation Sunday May 16th. He sent invitation to the parents of his mito. patients. Becky Re: School Issues Again >From: GOLYNIE@... > >In a message dated 99-05-12 21:03:12 EDT, you write: > ><< See you at mito. conference this Sunday????? > Becky Sasser >> > >Dear Becky: > >What mito-conference? > >Lynnie > >------------------------------------------------------------------------ >Did you know ONElist has over 300 Star Wars lists? >http://www.ONElist.com >Join one today! >------------------------------------------------------------------------ >Brought to you by www.imdn.org - an on-line support group for those affected by mitochondrial disease. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 14, 1999 Report Share Posted May 14, 1999 Hi Lynnie, In Cleveland, Ohio Dr. Bruce Cohen is having a mito.. presentation Sunday May 16th. He sent invitation to the parents of his mito. patients. Becky Re: School Issues Again >From: GOLYNIE@... > >In a message dated 99-05-12 21:03:12 EDT, you write: > ><< See you at mito. conference this Sunday????? > Becky Sasser >> > >Dear Becky: > >What mito-conference? > >Lynnie > >------------------------------------------------------------------------ >Did you know ONElist has over 300 Star Wars lists? >http://www.ONElist.com >Join one today! >------------------------------------------------------------------------ >Brought to you by www.imdn.org - an on-line support group for those affected by mitochondrial disease. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 14, 1999 Report Share Posted May 14, 1999 In a message dated 5/14/1999 3:20:48 AM Eastern Daylight Time, joelinda@... writes: > In school I was always accused of not making my girls responsible and when > things happened like falling asleep in class it was in their opinion > because they were lazy. We knew nothing about our possible disorder then > other than I was sure SOMETHING was wrong with the whole family and I was > searching like crazy nite and day. If I defended the kids I was an > overprotective interfering mom. They felt like total failures. Goodness, yes, doesn't this sum up a lot of our stories? Not having a name for a condition can saddle a person with such a heavy weight. Thank you for continuing to believe in your daughters. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 15, 1999 Report Share Posted May 15, 1999 In a message dated 99-05-14 21:52:44 EDT, you write: << Well, , the next chapter in our saga, sad tonight. With our issues we many times choose others to be with who have similar or other problems. Shenan's husband was arrested today for taking a customers car from the car repair shop where he works and going for drugs in it. He is in jail and she is sitting home with their 2 little ones and his 3 girls from his previous marriage as it was their wkend with the girls. She's crying to her dad now and I'm trying not to go ask her if she's had enough and is ready to leave-NOT my choice so bite my tongue. She knows she is welcome here. S. >> S.: I'm so sorry for the problem Shenan's having & that you must go through it with her. Lynnie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 15, 1999 Report Share Posted May 15, 1999 In a message dated 99-05-14 21:52:44 EDT, you write: << Well, , the next chapter in our saga, sad tonight. With our issues we many times choose others to be with who have similar or other problems. Shenan's husband was arrested today for taking a customers car from the car repair shop where he works and going for drugs in it. He is in jail and she is sitting home with their 2 little ones and his 3 girls from his previous marriage as it was their wkend with the girls. She's crying to her dad now and I'm trying not to go ask her if she's had enough and is ready to leave-NOT my choice so bite my tongue. She knows she is welcome here. S. >> S.: I'm so sorry for the problem Shenan's having & that you must go through it with her. Lynnie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 16, 1999 Report Share Posted May 16, 1999 In a message dated 5/14/1999 9:52:50 PM Eastern Daylight Time, writes: > and I'm trying not to go ask her if she's had enough and is ready to > leave It's a struggle all through parenthood, isn't it? Even when they are grown -- the knowledge that if we push too much -- for even a good decision -- our adult or teenage child's need for independence will often push them in the exact opposite direction, even if they know we're right. It's a tightrope walk. , mother of a 14-year-old and learning rapidly Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 16, 1999 Report Share Posted May 16, 1999 In a message dated 5/14/1999 9:52:50 PM Eastern Daylight Time, writes: > and I'm trying not to go ask her if she's had enough and is ready to > leave It's a struggle all through parenthood, isn't it? Even when they are grown -- the knowledge that if we push too much -- for even a good decision -- our adult or teenage child's need for independence will often push them in the exact opposite direction, even if they know we're right. It's a tightrope walk. , mother of a 14-year-old and learning rapidly Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 16, 1999 Report Share Posted May 16, 1999 , thank you for your understanding. I always appreciate when anyone on here responds in any way to anything I write. It helps so much to know someone else understands. I only wish I could help others as much as they all help me. There is so much pain on here and so much worry. I wish I could gather everyone into a huge room and sprinkle magic stardust all over them. S. Re: School Issues Again >From: Arrants@... > >In a message dated 5/14/1999 9:52:50 PM Eastern Daylight Time, writes: > >> and I'm trying not to go ask her if she's had enough and is ready to >> leave > >It's a struggle all through parenthood, isn't it? Even when they are grown -- >the knowledge that if we push too much -- for even a good decision -- our >adult or teenage child's need for independence will often push them in the >exact opposite direction, even if they know we're right. It's a tightrope >walk. > >, mother of a 14-year-old and learning rapidly > >------------------------------------------------------------------------ >Got an opinion? >http://www.onelist.com >Make it count! Sign up for the ONElist Weekly Survey now. >------------------------------------------------------------------------ >Brought to you by www.imdn.org - an on-line support group for those affected by mitochondrial disease. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 16, 1999 Report Share Posted May 16, 1999 , thank you for your understanding. I always appreciate when anyone on here responds in any way to anything I write. It helps so much to know someone else understands. I only wish I could help others as much as they all help me. There is so much pain on here and so much worry. I wish I could gather everyone into a huge room and sprinkle magic stardust all over them. S. Re: School Issues Again >From: Arrants@... > >In a message dated 5/14/1999 9:52:50 PM Eastern Daylight Time, writes: > >> and I'm trying not to go ask her if she's had enough and is ready to >> leave > >It's a struggle all through parenthood, isn't it? Even when they are grown -- >the knowledge that if we push too much -- for even a good decision -- our >adult or teenage child's need for independence will often push them in the >exact opposite direction, even if they know we're right. It's a tightrope >walk. > >, mother of a 14-year-old and learning rapidly > >------------------------------------------------------------------------ >Got an opinion? >http://www.onelist.com >Make it count! Sign up for the ONElist Weekly Survey now. >------------------------------------------------------------------------ >Brought to you by www.imdn.org - an on-line support group for those affected by mitochondrial disease. > Quote Link to comment Share on other sites More sharing options...
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