As an undergraduate, I interned in a small classroom with young children at the United Cerebral Palsy Association. These children were immobile and nonverbal, but still able to understand and interact in their own way. There was a 1:1 student teacher/specialist ratio. Most children required individual assistance ... except one. For privacy purposes, let's call him "Georgie." Georgie had mainly Spastic CP that affected all four of his limbs, along with his speech and feeding. The main goal each week for Georgie was to loosen the muscle tone in his limbs using PT and OT.

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Since the other children required more attention from the senior trained staff, I worked with Georgie. I just loved him. When Georgie smiled at you, you couldn't help but smile back. He didn't speak, but he communicated in his own way ... by looking at something he wanted with his eyes and acknowledging that you got it right with a smile. After crafts or story time with me, he would be placed in a standing position with an assistive device as part of his physical therapy and he was happy to have a full view of the class. He was a happy little boy and very rarely became agitated. 

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Part of my internship was to create lessons and activities for the entire class. One day, I was working with another child. Georgie had been placed in his standing position as part of his PT and was facing me. He made a noise and I looked up. I was rewarded with a big smile. I went back to my activity with another student. This happened a second time. The third time, when I looked up, I was rewarded with a smile and a giggle. The giggle was rare. I noticed that the other teachers and staff were now looking at Georgie and they looked surprised. One of the teachers turned to me and said, "He's saying your name." Georgie was non-verbal. Georgie was non-verbal, but he was saying my name. More than that, he was proud of himself.

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So you see, I understand how the smallest acts can be considered the greatest achievements. I understand that if a student has a disability, it just means that you find a way to work with that child's unique needs so they make achievements and accomplish goals. Those unique needs require a carefully crafted IEP with tailored services or modifications and appropriate measurable goals. When a "Team" works together toward a child's goals, the child makes progress.   

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I thank the teachers and staff at the UCPA for showing me what a difference a supportive Team can make. I thank "Georgie" for all his smiles, for his giggles, and for th unforgettable experience.