My Journey in Services for People with Multiple Disabilities

Hello, My name is Tricia. I am multiply impaired. I have cerebral palsy and I have a significant intellectual impairment. Even though I have a normal visual acuity, I cannot use both eyes together. I recognize familiar people, places and objects, but academic skills are foreign and very frustrating for me. Visual clutter is stressful for me. I understand basic conversation but my ability to reciprocate is limited. I was a functional walker when I was younger. Now I need assistance to walk or to manipulate a wheelchair. I am dependent on others for my care.

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Services were abundant for me when I was young. My parents and I began receiving early intervention services when I was six months old. I was enrolled in a full day preschool program for children with cerebral palsy when I was 18 months old. When I reached school age I could not attend our neighborhood school. Like most schools in our district, it was old and not accessible. I spent two years in a special class in public school for children with physical disabilities. I had very little interaction with other students in the school. Although my teacher was very nice, she had a negative perspective of my capabilities.

Unhappy with my public school placement, my parents enrolled me in a private parochial school for children with intellectual disabilities. I loved this school. The teachers and staff were fun and engaging. They recognized my strengths. Most of all, I had friends who were just like me. My sisters became friends with their siblings.

Right before my last year in school, the administration opened two special education classrooms the regular parochial high school that my sisters attended. The faculty and staff welcomed me and my classmates with open arms. I was not included in the regular education classes, as my IEP goals could not be met in those classes. Regular education students came to our classroom to help us with different projects. I participated in many of the fun activities with my non-disabled peers. We were not isolated, ignored, or bullied. We were accepted and included as friends.

After graduation, I was enrolled in a day program for adults with disabilities. All the therapies I received in school ended. My day was spent mainly in a large room with other disabled adults, sitting, looking at magazines, coloring or doing simple craft projects. Occasionally, a staff member would take me out on a community outing. It was a far cry from the services I received in school.

As I got older, I lost my ability to walk unassisted. It became difficult and unsafe for my parents to care for me full time at home. I moved to the same intermediate care facility where my aunt, who is also multiply disabled, resided. I am certain that some people may think that my parents took the easy way out and put me away. That is a far cry from the truth. It was a very difficult decision for them and the best decision for me. I still go home for visits and they visit me. More importantly, I am safe, loved, and well cared for. I have medical and therapeutic services. My day program is run more like a school with small group, large group and community activities. I have an active life in my residential facility, my day program and in the community. Most of all, I am happy!

Author Credentials: Kathleen M. Cleaver holds a Bachelor’s degree in elementary education and the education of children whose primary disability is a visual impairment (TVI). During her thirty-year career as a teacher, Kathleen received the Penn-Del AER Elinor Long Award and the AER Membership Award for her service and contributions to the education of children with visual impairments. She also received the Elizabeth Nolan O’Donnell Achievement Award for years of dedicated service to St. Lucy Day School for Children with Visual Impairments. Explore Kathleen's complete biography for comprehensive insights into her background, expertise, and accomplishments.