The difficult aspect of finding those basic rules that govern Robert’s understanding of his environment is the fact, that they can be discovered only when they are broken or in the danger of being broken. Only when Robert reacts to their perceived demise, we can “see” what caused Robert’s protests and understand his efforts to rectify the situation.
1. In anticipation of the arrival of the three family members, Robert and I were changing two beds (bunk) in Amanda’s bedroom. Those beds were not used for the last four months, as Amanda extended her stay abroad. Nonetheless, the clean sheets were in order. Robert helped to remove the sheets and pillow covers from both beds and promptly placed them in the washing machine. He protested, in his own way, when I tried to put two different sets on. Running his fingers on his ears and cheeks, and making relatively soft but grunting noises, was Robert’s way to express his displeasure with such arrangement. It didn’t help that one set was dark blue. After I explain to him that mattresses and pillows have to be covered, Robert consented and put clean bedding on. What could be more gratifying than watching Robert being convinced by my logical arguments and doing the work all by himself?
But I knew Robert all too well, to know that this was not the end of the story.
It wasn’t.
As soon as the old bedding was washed and dried, Robert instead of folding it and placing it in the linen closet, brought it to Amanda’s bedroom and… changed both beds again. Since, however, he folded the sets he had just removed and placed them on the proper shelves, I pretended that I didn’t notice. Since Robert tried to avoid confrontation and found a way to compromise, why shouldn’t I? Although….
2. Robert rather easily accepted the guests in the house. Not the first time and not the last. He didn’t mind them eating, working on computers, watching his IPAD, talking to parents. But on Sunday morning, he became concerned when he saw his uncle taking the box of his dad’s Familia cereal from the top of the refrigerator. As long as he had remembered, no guest had ever done that before. The guests ate all kinds of bread –Italian, Iggy’s, Peasano, Spiralonga, whole wheat, English muffins. All kinds of breads and rolls, but no Familia cereal. Even Amanda didn’t eat that one. That meant the cereal was untouchable. Before the aunt placed two bowls on the kitchen table, Robert managed to put the box back.
Still, he didn’t want to be an inhospitable host, so, without a word to support his ideas of rectifying the situation, he placed two halves of already toasted English Muffin in his aunt’s hand insisting that she eats those instead.
When Robert left the kitchen (His father called him to another part of the house to distract him), uncle and aunt pour cereal AND MILK into their bowls. When Robert returned, he glimpsed at the bowls and didn’t seem to be bothered by the fact that the aunt and uncle were eating his father’s favorite oats.
I know that the next time another guest takes a box of cereal down, Robert won’t mind. He has already learned, that “such thing can happen and that the world survives. In a way, he will understand that what he considered to be the pillar supporting his world, was really a wire in the psychological cage he constructed around himself. It was liberating to see the wire go.
Finding Pillars of Robert’s World.
Posted by krymarh on May 12, 2014
https://krymarh.com/2014/05/12/finding-pillars-of-roberts-world/
He Got His Bounce Back
Of course, we tried to extinguish it. After all it is a stigmatizing behavior. Robert bounces and flaps his hands. This behavior immediately sets him apart from others. Not that he jumps high. His feet hardly leave the ground. Nonetheless, it attracts unwelcome attention. He bounces when he doesn’t know what to do,when he waits, or when he attends a gathering with speeches. Everybody else listens or pretends to listens. Robert doesn’t know how to listen or pretend to listen. He bounces. I put my arms on his shoulder and he stops for a few seconds, then bounces again.
He bounces when he is excited. He bounces when he feels shy or confused.
Except, he hasn’t been bouncing recently much. I don’t think I saw much of that soft jumping in the last four or five months.
Yesterday, we attended a rally All Aboard the ARC ARC meaning The Association for Retarded Citizens. Many people representing local chapters of ARC attended the gathering held in Boston Common. They didn’t jump. They listened or talked softly with each other. Robert bounced. He heard the music and felt it was an invitation to bouncing. We moved around from place to place. We were not the only people moving, but Robert was the only person bouncing. I sensed that his light bouncing although much less disruptive than other people talking or walking attracted attention not completely devoid of disapproval. Although I kept placing my hand on Robert shoulders which always resulted with a temporary break in bouncing, I wasn’t concerned much about this behavior. I was in a way glad that Robert got his bounce back.
When robert bounces, he seems happier. When he doesn’t bounce he is tense. When he stops bouncing, he gains weight. I know that watching Netflix on his IPAD is less stigmatizing than bouncing during the rally. But bouncing during the rally is still better for Robert than watching Netflix on his couch.
So, we came to the rally. We slowly moved around. Someone gave Robert an orange banner so he could wave it too. Waving a banner would be much more typical behavior than bouncing. Good try. But it wasn’t his banner, so Robert gave it back. Then he bounced again. We walked around, stopping frequently to pretend to listen and look at other participants but Robert couldn’t help himself. He had to bounce. And so he did.
Posted by krymarh on May 9, 2014
https://krymarh.com/2014/05/09/he-got-his-bounce-back/
Second Month at Home
May 7, 2014
Two months and a week passed since Robert finished his education. Hard to asses what Robert learned in April. It is clear that he got more anxious. At least on three occasions in April, he demonstrated increased anxiety during the last hour of each of the programs he attended (in three different settings). Regular Saturday session, a trip to a Car Museum, and chores with his skill instruction. He wanted to go home. It seems like he cannot attend any program for more than 4 hours at this point and that is very concerning. In April, he didn’t have his cooking class. I think that loosing even this program – two hours a week was harder than I anticipated as it added to all the things which suddenly disappeared from his life and were not replaced by anything else. He really liked relaxed atmosphere of the large group of his peers. The young people there were much friendlier than his classmates at school. They were different, but not much different than he was. He felt it, and he felt good about being there. He didn’t talk, but he felt that he belonged to the group. But the program ended.
And so Robert had to add one more item to the list of things that disappeared from his life in just one month – school ended, Erin had a baby, leased car was returned to the dealer, and a cooking class ended.
In April, we did less desk work than usually. We spent 9 days traveling and visiting other places. Robert’s grandma stayed with us for another week so our regular schedules had to be adjusted. Nonetheless, Robert kept doing his usual chores – laundry, dishes, and putting everything in right places. But I did not teach him to do anything new at home. We continued with the same workbooks and the same language related exercises. We did a little more walking because of a nicer weather.
Over all I worked with Robert less. Much less than in March.
I did feel drained. Very drained. And this is something new. Robert and I were in this situation before. He didn’t have school and I taught him at home for weeks and months. But I was younger and Robert had a few more years to learn. Now, I see that there is really no place for Robert. That although Robert learned a lot and grew a lot, the world didn’t grow with him and didn’t create new places that would match Robert’s personality.
I found myself loosing courage and energy.
I have to almost force myself to take Robert to new places.
On the other hand, Robert has been pretty happy, smiling and laughing a lot since Saturday. In the last few days, many things seemed to amuse him and a new kind of spark appeared in his eyes.
Posted by krymarh on May 7, 2014
https://krymarh.com/2014/05/07/second-month-at-home/
Journal, Page 12
Monday, May 5, 2014
This Monday we worked in the morning.
1.I returned to the first level of Reasoning and Writing, the one that is much more difficult for Robert than two next levels because it requires Robert not to read, but to listen. As I read the story about the squid who taught a shark a lesson, I wondered what Robert understood. Luckily there was an IPAD and a rather vague short video of an octopus squirting ink at a bird. It looked like a good lesson for the bird not to fish into that part of the ocean. I don’t know. I found it encouraging that as I read, Robert attempted to answer at least some of the comprehension questions from the book and seemed in a very good mood.
2. We continued with emphasizing pronunciation of “ail” words with the help of IPAD (Speak) It. I had to wonder, if my efforts to improve Robert’s clarity of speech don’t backfire. Well, I think that in a way they do. The more I insisted on clear ending sound (L) the more strange the sound became. Finally , I just used Speak It, for each word I typed: ” nail. . nail.” Robert heard the first word, had time to say it again, and then heard the same word the second time. I refrained myself from any additional help. I think that from that point on, I will mainly give Robert tools to organize syllables. I will remind him that this is the segment, triangular, or square word meaning two, three, or four syllables word. When Robert knows that he separates the syllables and matches them with hand movements which results in much MUCH cleared pronunciation. I will also continue (the tool shown to me by a consultant from May Center) with drawing longer and shorter lines for syllables with long and short vowels. No more giving confusing examples on MINE pronunciation.
3. Robert built three-dimensional structures from cubes based on the drawing from the third grade level Singapore Math. Most of them came easily to him, but he had difficulties transforming them into different shapes by removing some of the blocks.
4. We read the next story from Spectrum Reading. Robert seemed to like the story and with just a three prompts answered the 5 WH and 1 How questions.
Posted by krymarh on May 5, 2014
https://krymarh.com/2014/05/05/journal-page-12/
Morning at Big Apple Circus.
Friday, May 2, 2014
On Friday morning, Robert and I drove to Boston to see the Big Apple Circus. Unfortunately, the seats we got were not good. We mostly saw the backs of clowns and jugglers. We moved a few times to find better ones and, I think, we did. When I told Robert to change seats, he said, “No.” But when I changed my seat, he followed me without a protest. It was during the intermission when there was a problem. It took me off guard, as it never happened before in almost 8 years of yearly trips to Big Apple circus and Cirque Du Soleil. During intermission, Robert wanted to leave and go home. He expressed that clearly and rather loudly. So we left but not without getting stamps which would allow us to return. As soon as we left the tent, Robert hesitated and then decided to return. He also wanted coke. But when I got a full paper cup for him, he was even more agitated. It all seemed so irrational.
Then I realized:
1. As we were leaving our seats for intermission, I asked Robert to take his jacket and thus he deduced that we were leaving for good. Had his jacket was left on the seat, he would got much clearer idea than my words, “This is only a break, an intermission. We will return after intermission. In-ter-mis-sion Intermission.” I kept repeating. I was fixated on teaching Robert the new word, “intermission” and didn’t realize that Robert didn’t grasp the concept yet. Robert understands the word “return”, but that still doesn’t explain anything. After all, the word “Return” doesn’t specifies WHEN we would return. “Return” might mean tomorrow, next week, or, as it has been the case with The Big Apple Circus, next year. Robert was confused and he hates being confused.
2. When I picked the cup full of coke from the window, Robert assumed that it was an empty cup, as one of those that he usually gets in fast food restaurants. He has to fill such cup himself. When he looked around and didn’t see soda machines he experienced another confusion. Then he noticed that one cup in the window had a few drops of brown liquid on the outside. Those drops looked promising. He grabbed that cup while I returned the other one.
Everything, became clearer only after we returned to the arena and I saw Robert’s blissful expression when the second half had begun.
The tension was gone. The suspicious resistance was gone. The irritating confusions disappeared. The muscles on his face soften and his eyes brighten up as Robert embraced the show.
Posted by krymarh on May 5, 2014
https://krymarh.com/2014/05/05/morning-at-big-apple-circus/
Weekend in Botanical Gardens in New York City
April 27, 2014
April 19, 2014, was the first sunny Saturday in New York City. That fact was not lost on New Yorkers and the tourists. In throngs they arrived at Brooklyn Botanical Garden hungry for all kinds of green and a few splashes of other spring colors. Four of us: Robert, his grandmother, and we, his parents, tried to do our best to get to this green and leafy place too. And we did.
I thought it would be a good idea to separate. Jan and his mother like to stop, admire, and take pictures. Robert likes to walk around in clearly visible trails. So, he and I wandered into Japanese section and walked around a pond. The path was narrow often forcing us to stop and let groups of people pass by. At one point Robert didn’t want to follow me but stopped and by stretching his arm and repeating, “Here, here, here”, expressed his wish to use another path. I asked him to follow me so we could find his dad and grandma. He did. Hundred or more feet later I realized that we were on the same circular trail again. Robert figured it out before and attempted to alert me to that fact but I dismissed his efforts without giving them any thought. He didn’t want to argue with me. Soon, we found each other, not without the help of cell phones, and decided to walk together. It was a good exercise for Robert’s shared (joint) attention. As his grandmother kept stopping to admire all sorts of tulips and tree blossoms, he kept stopping too and, well, looking at the plants. I didn’t look at plants. I watched Robert to make sure he doesn’t disappear. I noticed that he was adjusting his steps to remain close to our group. He waited patiently for his dad to take pictures. He didn’t bump into anybody but often made a way for others. Moreover, despite huge crowd of people, Robert seemed to enjoy that excursion a lot.
On Sunday morning, we dared to visit the New York Botanical Garden in Bronx. There were no many species of trees blooming there. Even some magnolia held off on releasing their blossoms. But orchids were in a full bloom in the special exhibition. So we went to see them.
It was yet another exercise for Robert to adjust to the pace of other visitors. It was an exercise in waiting for other members of our group before deciding if he should turn right or left. It was an exercise in waiting until other people took the pictures so not to get into their frames. It was an exercise in waiting for his father to take picture amid many passers-by in front of his camera. It was an exercise in joint attention, by looking at everything grandma was looking at. It was a great exercise not only in staying together by in BEING A PART OF A GROUP.
I cherished the fact, that a part of the show led us up the stairs to presentation, with drawings and real plants, of different layers of the rain forest. Although we previously visited “rain forest” in Cleveland, OH, and we read about it, this was the simplest, thus easiest to digest, presentation he had encountered so far.
I cannot tell to what degree Robert enjoyed these two trips. He is more mature now, and doesn’t express his happiness by bouncing excitedly, as he used to when he was three or five years old. He still bounces, but he has already learned to limit this way of expressing himself.
Is that a good development? I am not sure.
Posted by krymarh on May 5, 2014
https://krymarh.com/2014/05/05/weekend-in-botanical-gardens-in-new-york-city/
Private, Collaborative, Home, and Public
On Parenting Blog in New York Times, I found an article: http://parenting.blogs.nytimes.com/2014/04/17/my-daughter-profoundly-disabled-needs-a-school-for-children-like-her/ to which I could relate. New York Times published lately a few articles, in one way or another, related to autism. Those pieces, although republished all over the internet and in many newspapers, left me only alienated. Nothing related to Robert’s and my experiences. However, My Daughter Profoundly Disabled Needs a School for Children Like Her, brought to the paper (or its internet site) the reality of my son’s and my life. No amazing solutions, no miraculous recovery, and no maintaining the economically tainted mantra about full inclusion. Reality of looking for a program/classroom/school that would help teach children who need specific curriculum and specialized methods of teaching.
Although my experiences are different from those of the author as my son was in four different placements: special school for autism, collaborative program, home, and self-contained classroom in public school, my motivation was the same – to find a program that teaches.
None of the program was sufficiently addressing Robert’s needs.
1. Special school for Autism was very well prepared to work on the specific deficits and excesses related to autism. They also offered most consistency from one year to another and very well prepared and supported teachers. I removed Robert from this school when I was asked to consent to another method of restraining. The private school assisted Robert and me in a smooth transition to another program
2. Collaborative program offered very well designed academic curricula and a great approach to communication. It provided weekly community trips. It was also a program with most financial support. But it wasn’t stable. From one year to another, it changed dramatically in almost all aspects – different classroom in a different town, different students, different settings for delivery of instruction, and all different teacher’s aides. That caused problems for Robert resulting in him being forced to leave this placement. I have to add that the Collaborative program not only didn’t offer any help with transition to a new place, but its staff seemed to do everything to derail Robert’s chances for finding suitable alternative.
3. The program in a public school changed almost constantly. Over the years, Robert had 5 teachers. That however was not a problem for four of those years, as it was only one of those five who participated in preparing materials for Robert. Other teachers seemed to believe that it was responsibility of Robert’s aide. The school administration had very little understanding of the complex issues related to special education. They tended to marginalize it. I believe that some of the teacher’s aides were hired based on their connections and not on their skills as many administrators didn’t believe that people with either education or proper experience would make any difference. The classes lacked basic tools for modern teaching. One classroom was opened without any new materials purchased but with a lot of donated junk. All of that screamed to me to complain to the Office of Civil Rights as it showed not just neglect but violating the children access to Free and Appropriate Education. But I did not complain, I just grew bitter from one year to the next. Some of the teachers were not prepared or even willing to do the teaching.
4. I kept teaching Robert at home when he was stopped being driven to private school as he required a special harness, which school didn’t order for many weeks. At that time I didn’t have an access to the car. I kept teaching Robert at home for over 4 months when the collaborative abruptly closed its door on him and Robert was left without an alternative. I kept teaching Robert at home when in a school year 2009/2010 with a new teacher, new sped director and a new superintendent, Robert’s behavior at school deteriorated and nobody was willing to find the causes a t that time. Robert did learn a lot at home, but he was most lonely and lost human being not really understanding what was going on. He is lonely and lost now, at 22. He doesn’t have a day program to go to and his anxiety is slowly growing up.
The hardest part of managing Robert’s education was to find information about different programs. even went to hearing for that only. I wanted to see what was there for Robert. Unfortunately, that was not something the hearing Officer was inclined to rule on.
Then I gave up.
Moreover, the most important factors in teaching children with special needs are not the specific arrangements of classrooms but individual teachers, teacher’s aides and the quality of administrative support those classrooms receive. Unfortunately, you can learn about those factors only too late…
Posted by krymarh on May 1, 2014
https://krymarh.com/2014/05/01/private-collaborative-home-and-public/
Journal, Page 11
April 29, 2014
An… easy day. Robert and I studied together in the morning.
1. I went back to the first lessons in Saxon Math level 4. I know, I know. This is the fourth time we do the same things over again. This time, however, I am using the pages only to find out what problems Robert still has difficulties with. I am writing myself additional pages for extra practice. I should say for extensive practice. This time, I will spent long time on the first 11 pages of the workbook, as for each page I will write 10+ others with an emphasis on calendar skills.
2. A section on “og” family of words. Not for writing as writing such words had been mastered by Robert at least 8 years ago, but for saying them. Again Speak Iton IPAD provided models, as my pronunciation of English vowels is… well… wrong.
3. We read another story from Spectrum Reading. Robert answered five WH questions and one “HOW”. But only “who” and ” where” didn’t require help.
Yesterday evening, as I worked on a computer, Robert approached me and said, “Store.”
“What do you want to buy?”
“Potatoes”, he replied.
I checked and found out that we ran out of Robert’s favorite kind, organic Russet potatoes. So today, we went shopping just before lunch time. I followed Robert as he picked most of the items. I decided not to use a self register as we had a few products that could be hard to find on the self-register screen. For instance,poblano pepper we always had to call for help. Robert ignored almost empty cash register and followed to the next one which was still covered with many food articles. I asked him to return, but he said, “No, no.” I realized that it was because there were no candies by that register. So, I told him that I would buy a candy if he puts all of our shopping on the belt. He agreed. I took KitKat and Twix out and asked him to choose. As he noticed both candies, his eyes lighten up. He kept moving his finger, once pointing to Kitkat, another time to Twix. I couldn’t help but give him another choice, “Do you want Twix, KitKat or both?”
“Both”, he said and he got both.
Oh well, once in a while…
After we came home, Robert, with my support, completed History Packet Ancient Egypt. He cut, colored, glued, read, stapled, copied, and seemed to like this project a lot. When he saw a page with a drawing of a pyramid pattern, he decided to build another pyramid. And he did.
He made himself potato with cheese and Tyson chicken for dinner. He folded one basket of laundry, but left the second for later.
No rush. an easy day…
Posted by krymarh on April 29, 2014
https://krymarh.com/2014/04/29/journal-page-11/
Shannon des Roches Rosa
She writes a blog which unlike this one has many readers. She advertises herself much more skillfully than I do, and unlike myself seems pretty pleased with herself. She also strongly protests “media’s understanding” of a mother who killed her son with autism and then committed suicide. All of that is fine with me. What is not fine, however, was that she also addressed me directly writing, “Krymarh (…)To make the message extra-clear: If you keep insisting that you *truly* understand the mindset of Robert’s mother, then that means your child is in imminent danger and, ethically, I should be using the power of the Internet to identify you and call CPS.”
If I quote Shannon des Roches Rosa here without her permission it is because I consider her words to be a threat to my son and such threat should be dealt with as openly and as swiftly as possible.
She wrote it in response to my two posts.
The first was short:
You can side with a mother AND with her son. It is not about blaming the victim. They were both victims. It is about blaming the system. And as long as you and many others insist that lack of support had nothing to do with it and should be treated separately, the more tragedies are to follow. The lack of support has everything to do with it. Maria Hrabowski
krymarh,wordpress.com
This post brought only attacks of those who, on her blog, called for public stoning of a mother who killed her son and herself too, unable, for whatever reasons, to find help for him. The attacks came in short, crisp sentences discharged from canon placed on high moral ground. I was told over and over again, as if I didn’t know, that killing is wrong.
I made mistake of responding with rather long post. I made mistake not because Shannon des Roches Rosa used the second post to threaten and silence me. I made a mistake because nothing of what I have written resulted in even one person on Shannon des Roches Rosa blog taking a breath, and thinking, and imagining what the son and what the mother probably went through in the days before their death.
I wrote:
You write as if you had been there. As if you knew how does it feel to call for help to all appropriate places and being turned away. You write as if bringing a child to the hospital, the child who cannot talk and tell about his pain, would result in the whole hospital staff doing everything to help. The reality is that such child just a year ago was held tied up to bed and not getting any TESTs or treatments. for three weeks!!!!!! That was in Chicago. The doctors waited until the child calms down on his own. In other case the only treatment was to drug such child to the state of being “out of it” for ever. The child was released home with monthly supply of the same drug. You write as if you believed that one of many organizations that certainly is there was willing to help and had sort of an emergency program. I had been calling for something like that in my educated state of Massachusetts for years, and it still doesn’t exist. You write as if you knew how it feels to have your child hit himself with all the might and scream with pain, he cannot explain. You write as if you knew how it feels, to try to hug your child in a way that would prevent him from doing a harm to himself and being pushed away, and watching him hitting his head time after time with a full strength. You write as if you knew how it feels to take your child to all specialists who don’t investigate medical condition but just tell you, to “blame it on autism.” I can imagine much closer than anybody of you throwing mighty judgement, what that boy felt – lonely and neglected by the SYSTEM, by people like you, who don’t want to contribute to his proper care, who blame mother of not being able to watch her son suffer. You would assign a blame to her, to release agencies, government and thus yourself from any responsibility for this boy plight. You write as if you knew, how every minute of your and your son life is a constant vigilance to not let OTHERS destroy your son. To teach and watch every day, to fight for services, to make everybody else enemy in the quest to secure future for your child. You write as if you knew how drained and confused you get after confronting the fact that those who are put there to help (your tax dollars) push your child away. You write as if you wanted to believe, that the world such child and his parent live in is a good accepting world with plenty of resources and open to help. All of you want to believe in goodness of social workers and agencies paid with some tax money. In my state, many ARCs called for closing of Fernal School, but then they were not opened at all to take the more severe cases of fernal School clients under theor wings..
Please don’t tell me that I am not on the side of the victim. I am much more empathetic and understanding than most of you. I also know that those sentencing attitudes of those who see clear guilt of mother do more damage to other children with severe disabilities and their families, than my opinion expressed here. Only when you mobilize forces to help mothers you can help those who need so badly your help, not your judgements. maria Hrabowski
krymarh.wordpress.com
I am leaving this text as I wrote it, with all the spelling and grammar errors. I wrote it stupidly believing that I would educate those who rush to judgement. I brought the case of Alex (without mentioning his name), who was killed last year, and whose plight and death shook me to the core.I though about many mothers I know who went through very challenging times. I didn’t, however, write that there were also mothers killed or put in coma by their children with sever autism. I couldn’t even use that argument as it is one of the most unfairly stigmatizing our children. And again, I was told as if that concept was foreign to me, that “you don’t kill your children”. Shannon des Roches Rosa must think that I don’t know that truth and thus followed with this threat : To make the message extra-clear: If you keep insisting that you *truly* understand the mindset of Robert’s mother, then that means your child is in imminent danger and, ethically, I should be using the power of the Internet to identify you and call CPS.
I do consider her words a very dangerous threat to my son. Shannon des Roches Rosa, loving mother of a child with autism,issues this threat as if she really believed that expressing my strongest empathy for two tragic human beings: mother and son, puts my son in danger and warrants his removal from my care. This is a person attacking from her high moral ground knowing fully well that this is BS. But she also must know, what happens to the parents who fight for rights of their children with schools and/or agencies when they make too many enemies on the way. How easy it is to destroy their children as a punishment for parents protesting institutionalized neglect.
There is this overwhelming tragedy of people lost in situation they couldn’t handle and there is Shannon des Roches Rosa changing it into public stoning of already dead mother and launching an offensive against someone who expresses empathy for those two tragic human beings.
I concluded:
I put my first and last name here. I don’t hide myself from anyone, although I do regret writing here, as you and your crowd changes the meaning of my words to suit your executioners attitudes. I will respond to you on my own blog soon, And i will quote your last comment as it is a pearl of cruel hypocrisy. Maria Hrabowski
krymarh.wordpress.com
Until now, I have never brought arguments I kept using in responding to the statement expressed in newspapers articles I don’t agree with. I am rather outspoken but keep my love of polemic out of those pages. But the threat Shannon des Roches Rosa used in those tragic circumstances forced me to change the rules. Besides, I rarely write about that other side of caring for a child with autism. For once, Robert does much better then he did years ago, and I do have tendency to forget quickly the most trying times. But it is good to remember those darker days as without them the picture is, well, too Rosy. I mean too Rosa.
Posted by krymarh on April 28, 2014
https://krymarh.com/2014/04/28/shannon-de-roches-rosa/
