‘Secret Princess Elsa’

If you have been following my blog, you may remember my post about one of the children whom I work with who wrote a letter to Princess Elsa. In this letter, she asked for a present.

Weeks passed, with no response. I continued to work with this child on the many developmental skill lags that are impeding her functional participation within her daily life.

She has slowly but surely been making progress within the areas that we have been focusing; however, as she is a child with cognitive, physical, speech/language processing, and visual perceptual/motor integration difficulties,it’s hard to see the small milestones of progress within the larger context of the classroom. I should also note here that she is hilarious, beyond sweet, is a better dancer than me, has functional fine motor coordination, and is the least frustrated, and most hard-working person that I have ever met. She deserves a win.

Anyway, back to the ‘Secret Elsa’ story. As winter break is fast approaching, I decided to write back, as Elsa.
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Furthermore, I wanted to actually grant her something simple-a gift from her favorite Princess. The small presents I chose were aimed to work on her visual perceptual and visual motor skills. We tried the magnetic Elsa and Anna dress-up doll set during our therapy session.
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“This is tricky,” she said. “I guess Princess Elsa really wants you to practice making your eyes and hands work together. She already complimented you on your handwriting. I know that she wouldn’t give you a present that was too tricky for you.”
“I know, I’ll do it, I’ll do it.”
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I can’t even count how many people we stopped on our way back to her classroom, so that she could show them her magical letter. She herself felt magical-I could see it plainly in her eyes-they sparkled. And that, my friends, is why I love working with kids and doing what I do.

Lauren

4 thoughts on “‘Secret Princess Elsa’

  1. What a wonderful story! Hooray for Princess Elsa (and you)! I hope the little girl will continue to thrive under your guidance. Kudos!

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  2. i enjoyed your story. I had a student that was born a quad with most of her brain missing. The school special needs team devised an augmentative board that would answer “here” when the teacher called her name. It would also ask who my be her lunch friend. However, she had to push the correct buttons. She had one finger that had some movement and one foot that could move a little. In 3 years she could push the board buttons. We changed the social board to fit her needs. She also learned to move her foot to a side pad that was made and attached to her wheelchair and a computer. That way she could have stories read to her. She learned how to move her foot to change pages. However, my greatest day was when I walked in to get her for therapy and I said, “hi” and she answered, “hi”. It was the first and one of the few words she used those 3 years.
    Enjoy this special child.

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