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She starts to cover her early childhood at the start of the book. The Stephanie - the author - of the book talks about how she was diagnosed with "Athetoid Cerebral Palsy with Spastic Quadriplegia." Which comes down to "Athetoid" meaning uncontrolled movements and "Spastic Quadriplegia" meaning all four limbs. She stated that her mom worked for an elementary school, and would bring home materials for Stephanie - the author - to use and learn with. Stephanie also mentioned how she stopped talking about a year or two into therapy - though concerns were waved when told she was just focusing on Occupational Therapy (OT) more than speaking. She ends on the notion of how she began to realize how different she was, but wasn't going to let that stop her.

When she starts in kindergarten, she's placed specifically a class for orthopedically handicapped children. The room had two teachers and about 7-8 students. She then talks about how in first grade she started to learn how to type, using an typewriter. Though, only after her mom insisted she didn't use a "headstick". By fourth grade (2nd & 3rd are glossed over), she was introduced into a new school building. Here, she was introduced to the idea of "mainstreaming", or learning in a general education classroom instead of a special education room. She talks about how she was pulled out of the gen ed room and went to a resource room to learn math with a different teacher and a smaller number of students. Finally, she talks about how she was pulled out of the classroom every few years for testing; tests that allowed her to continue receiving support. Then, in middle school (about 6th) she was introduced to a weekly hour of speech therapy. Where the district she was in provided a speech therapist to work with her. Then, in the summer, she was also provided with continued speech therapy services.

Over the course of a few chapters, she talks about how she gradually became more independent from working with OT/PT (Occupational / Physical Therapy), speech therapy, and similar services. She also talks about how she started working with the "Texas Rehabilitation Commission" and how she had to, after her mom called initially, had to make all future calls herself. She notes that it changed her physically and psychologically, and how she had to advocate for herself. Then, she carries on. Talking about how her dad had committed suicide and the lead up to it. She states that the last time she saw him, she asked him to get her typewriter. Stephanie also talked about how her and her family called around to find him the next day. She later found out that her dad had shot himself with a pistol bough at a pawn shop, in the pond next to where he worked.

Stephanie then talked about her mourning, and the funeral they had for her father. She talks about how she didn't want to be alone in the front row of pews, but then was comforted by one of her sister's fiance's college roommates and her maid of honor: "Stacey." Later, more people went and mourned with them at the graveside funeral. Family and friends that came from out of state or further.

Later, she moves on and describes how she advocates for herself and fights with the system for rights. She describes working with "Advocacy, Inc." an advocacy group that worked with vocational rehabilitation clients. She found out her case was accepted through the "Client Assistance Program", and her case worker was Gwen Adair, who would be her advocate. Through assistance with Gwen, Stephanie was introduced to - and worked for - the "Houston Center for Independent Living" or HCIL. Stephanie notes that the counselor she worked with, David, was deaf and used an interpreter to understand what Stephanie was saying. She then goes on to say that she worked with multiple people; getting approved for "MetroLift" and "Home Health Care Assistance." She talks about how she had to schedule her own rides over the phone, as she had rides showing up when not needed. Thus improving her communication skills and patience with others.

Stephanie also talks about how she went to find a job. Her first counselor, Amy, suggested she didn't work and just rely on the services she received. However, Gwen and Stephanie both disliked this suggestion and found a new counselor, Beth. Beth provided a wide range of options, and Stephanie chose one. She went and received ability tests, of which highlighted her abilities more than the lack of abilities. After finding employment with a lumber company - managing their database - her case was finally closed with the TRC (Texas Rehabilitation Center).

Later, Stephanie started admissions to HCC; Hutson Community College. She talks about her meeting with the counselor who deals with students with disabilities, Dr. Russell. Stephenie notes that Dr. Russell had written her a list of accommodations for testing. When taking a test though, things went wrong and the scribe that was supposed to help Stephanie couldn't understand her. Dr. Russell helped Stephanie twice; acting as a scribe for her when both the actual scribe and Stephanie's computer failed. Later, Stephanie quiet her previous job and started working for Dr. Russell in a "work-study" position. Stephanie also talks about that in addition to taking main courses in spring/fall she took online courses over the summer to continue her degree, while also working.

After completing her time at HCC She started to look at a place called HBU (Houston Baptist University). As a side note, she mentions the fact she celebrated her 30th birthday at school. Being 'mislead' into the surprise party through by peers/coworkers. She finished out here time at HCC with a "PResident's Award" for "Outstanding Achievement in Academics, College Leadership, and Community Service." At HBU Stephanie talks about how her Metrolift (her method of transport) was unreliable, jeopardizing her graduation. At HBU, students have to earn Spiritual Life Points (SLPS) and course credits to graduate. They require students to show up on time, and with limited options, Stephanie had to attend. After looking around, Stephanie found a new SLP group she could attend that worked with her schedule, and didn't require too many changes with Metrolift. After taking multiple courses, Stephenie remarks that her stamina for typing, and determination to complete all her courses helped her get through. She talks about receiving a "Heroes of the University" award for fer determination. In 2006, on August 19th, Stephanie graduated from HBU.

Overtime, Stephanie moved into a community called "The Terrace". She talks about how used to seeing assistance equipment (walkers, wheelchairs) from her summers with Nana and general comfort with older people & disabilities. Stephanie talks about how here mom also came to live with her, and her mom's onset of "vascular dementia" and "vascular Parkinson's Disease". Stephanie goes on to talk about how she grew tired of being asked the same questions, being told she was 'too young' to be living at The Terrace, and having to remind others of her name - especially her mom. She talks about how she enjoyed one convenience, the shuttle. She mentions that she grew close with one of the shuttle drivers, and would take the shuttle to some places. Some times with others, sometimes by herself. Then for a brief time, she talks about her mom's "stalkers". One from outside The Terrace - to clarify, it's a gated community where staff shouldn't let someone in if they don't know the room/housing number. The other lived at The Terrace. Both situations were resolved quickly, and her mom remained unbothered by either again. She talks about moving to a new loft, a newer construction that would give her and her mom more space. She then, while living in the new spacious loft, tooka trip to go see other family by herself.

After returning from her trip she found her mom cooking an easy dinner - shocking her as she had asked for her caregiver, someone who regularly helped her with daily tasks, to stay and help make dinner. Then, Stephanie talks about how one day she had found her mom, who had fallen on the bathroom floor. After a little she says her mom moved again but does not specify to where.

Then, Stephanie moved back to her original home - the townhouse she grew up in. She talks about how it reminded her of her mom, and how her neighbors welcomed her back. It is only then that she says Cris - her sister - had moved their mom into a retirement community, a nursing home that could provide varying levels of care.

Stephanie wraps up the novel by talking about her current situation. She talks about how her caregiver situation has settled down, where one comes on weekdays in a split shift; making breakfast and lunch, then returning later to help with bathing, dinner, and chores. She states that on the days the caregiver isn't there, her provider comes in the afternoons and prepares dinners and meals for the next. As well as drinks in covered cups. She talks about her visits to her mother in the nursing home, and one final fall which resulted in a broken elbow and a few surgeries. She states that her mom was then placed in a skilled nursing section of the same retirement community.

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People with disabilities are still capable of more than their 'visual' limits.

People with disabilities can become skilled, hold jobs, and thrive in life.

People with disabilities fight tooth and nail for their accommodations, modifications, and to be seen as a normal person.

Hard work and determination pay off.

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A lot of this novel talks about Stephanie's personal experiences. She talks about the process in getting her accommodations. A keyboard cover for typing, a quiet room for test taking, and a scribe for any writing she had to do.

She also talks about how she went about receiving these accommodations. Having to talk with councilors, or disability workers both at Houston Community College and Houston Baptist University. Even wrap-around services that provided her transport both to and from school, and her daily life. As well as at-home care from healthcare providers and caregivers.

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I don't have much in the way of a personal connection with the book. The one thing that I can sort of relate with the the onset of dementia with my grandmother. Who, due to COPD and a lack of oxygen, has started down that path.

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The books/novel was well written. Stephanie did a really good job at illustrating her feelings, surroundings, and and conveying that sense of emotion. Her choice of words, and figurative language allowed the reader (and myself) to know exactly what she was feeling, or going through at that time.

The books layout, chapter wise, provided a good sense of chronological order. Allowing the reader to walk through Stephanie's life, struggles, and achievements as she told them. Each chapter flowed nicely into the next. There was no sharp cutoffs of abrupt cliffhangers. It read like a normal chapter book would.

The book was also thoroughly detailed. Allowing the reader to see a lot of the major events in Stephanie's life. Such as her acceptance to both HCC and HBU, her father's suicide, and her mother's gradual decline with vascular dementia & vascular Parkinson's. It also showed the times when she struggled most. Such as with walking, advocating for herself at school and work, and learning the life skills she needed; typing, walking, speech.

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Outside Connection: What is Cerebral Palsy?

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Outside Connection: What is Cerebral Palsy?

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Cerebral palsy (CP) refers to a group of neurological disorders that appear in infancy or early childhood and permanently affect body movement and muscle coordination. CP is caused by damage to or abnormalities inside the developing brain that disrupt the brain's ability to control movement and maintain posture and balance. The term cerebral refers to the brain; palsy refers to the loss or impairment of motor function.

https://www.ninds.nih.gov/health-information/disorders/cerebral-palsy

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National Institute of Neurological Disorders and Stroke

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The National Institute of Neurological Disorders and Stroke, ( ), a part of the National Institutes of Health ( ), is the nation's leading funder of research on brain and nervous system disorders. Another NIH agency, the ), also conducts and supports research on cerebral palsy. Eunice Kennedy Shriver National Institute of Child Health and Human Development (

(CPRN) is a multi-institution collaboration that was created during an NIH workshop that examined the goals of research and current gaps in cerebral palsy studies. Participating clinicians use its data-rich patient registry to build powerful multicenter studies that can more rapidly find practice variations and develop quality improvement initiatives. CPRN enables groundbreaking clinical research on CP and the study of long-term outcomes from the many interventions that children go through after their initial diagnosis of CP.

For research articles and summaries on cerebral palsy, search , which contains citations from medical journals and other sites.

Learn About Clinical Trials

Clinical trials are studies that allow us to learn more about disorders and improve care. They can help connect patients with new and upcoming treatment options.

Consider participating in a clinical trial so clinicians and scientists can learn more about carpal tunnel syndrome. Clinical research uses human volunteers to help researchers learn more about a disorder and perhaps find better ways to safely detect, treat, or prevent disease.

For information about participating in clinical research visit NIH Clinical Research Trials and You . Learn about clinical trials currently looking for people with cerebral palsy at Clinicaltrials.gov .

Where can I find more information about cerebral palsy?

The following resources may help individuals, families, friends, and caregivers of people living with cerebral palsy:

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Cerebral palsy (CP) refers to a group of neurological disorders that appear in infancy or early childhood and permanently affect body movement and muscle coordination. CP is caused by damage to or abnormalities inside the developing brain that disrupt the brain's ability to control movement and maintain posture and balance.

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Outside Connection: Meaning of the words

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Outside Connection: Meaning of the words

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Outside Connection: Types of Cerebral Palsy

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Outside Connection: Types of Cerebral Palsy

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https://www.youtube.com/watch?v=fCyyL3X7uY8

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Outside Connection: Signs and Symptoms of Cerebral Palsy

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Outside Connection: Signs and Symptoms of Cerebral Palsy

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https://cpfamilynetwork.org/resources/resources-guide/the-peal-center/#:~:text=As%20Pennsylvania's%20Family%20to%20Family,the%20entire%20state%20of%20Pennsylvania.

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Cerebral Palsy Family Network | Cerebral Palsy Resources | CPFN

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The PEAL Center is an organization of parents of children with special health care needs and disabilities reaching out to assist: Families of children with disabilities or special health care needs
Professionals and others who assist children with disabilities or special health care needs Children,
youth and young adults with disabilities or special health care needs ages 0-26

As Pennsylvania's Family to Family Health Information Center (F2F), PEAL serves the entire state of Pennsylvania. As a Parent Training and Information Center (PTI) the PEAL Center serves the entire state of Pennsylvania.

The mission of the PEAL Center is to ensure that children, youth, and adults with disabilities and special health care needs lead rich, active lives and participate as full members of their schools and communities by providing training, information, parent leadership, and technical assistance based on best practices to individuals and families and all people who support them.

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The PEAL Center | Cerebral Palsy Family Network

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The PEAL Center is an organization of parents of children with special health care needs and disabilities reaching out to assist: Families of children with disabilities or special health care needs Professionals and others who assist children with disabilities or special health care needs Children, youth and young adults with disabilities or special health care