Introducing Brandon
Introducing Brandon
Brandon Before
Brandon's Team
Brandon 's Breakthrough
Brandon Today
More on Assistive Technology
Brandon Before
Brandon 's world became a confusing and frustrating place. Unable to understand what was said to him, or to express his own needs, he began demonstrating his distress with temper tantrums. His parents used every means they could find to reach him, including sign language, which provided some minor relief. Brandon began attending first grade at his local public school in a class for deaf and hearing impaired students. But after several months, the teachers said they could not manage him. This is how Brandon arrived as a first grade student at Vista Hill's Stein Education Center (SEC).
Brandon 's father says the family felt their first signs of hope when Brandon began attending SEC. It was obvious that his teacher saw his potential and “believed in him,” and he was able to stay in class even when his behavior became disruptive, with the support of trained staff. Nonetheless, the years between ages 6 and 11 were “very rough years” for Brandon, his family, and everyone who cared about him.
“Language affects all aspects of development,” says Shawnee Thornton, Brandon 's current SEC teacher. Unable to process oral communication, Brandon 's speech, ability to read and write, social and emotional development were all affected. As the gap widened between Brandon and his non-disabled peers, his frustration, anger and sadness increased. His intelligence was unaffected, and as a result, Brandon remained aware of all that he had lost and could no longer do.
As Brandon 's behavior became more and more out of control, his parents realized they could not provide the round-the-clock structure he required. Eventually, they made the difficult decision to have Brandon placed in a specialized group home. While a painful decision for his family, the structure, training, and socialization opportunities at the group home setting proved extremely beneficial to Brandon over the years.
Brandon 's “Team”
Meanwhile, Brandon 's educational progress at SEC began to take hold. Along with the positive rapport Brandon developed with his first SEC teacher, he quickly took a shine to the classroom aide at the time. She, likewise, saw his potential and became inspired to help him. At this point Brandon 's path became intertwined with the educational path of a very special young professional, Shawnee Thornton.
As Brandon progressed from confused, troubled, explosive first-grader to calm, more confident, high school student, Ms. Thorton was promoted from Classroom Aide to Teacher's Assistant to Teacher. After persevering to earn her teaching credential, today Ms. Thornton is one of a cadre of highly regarded SEC teachers. She credits her inspiration to Brandon and students like him, and has worked side by side with Brandon from day one. Brandon and Ms. Thornton have been partnering in the learning process, facing challenges, and often laughing together for nearly 9 years - - giving Ms. Thornton the unique opportunity to witness her student's entire amazing journey.
“I honestly can't find the words to thank Shawnee and her staff for going the extra mile for Brandon ,” says Brandon 's mother. “I always knew he had so much potential and talent inside of him, and they believed in him too.”
“This has been a team effort all the way,” adds Ms. Thornton. “The classroom aides and support staff working with Brandon have shown remarkable dedication. He has had wonderful support from his family, the group home staff and, of course, Brandon himself is highly motivated.”
Brandon 's Breakthrough
A pivotal factor in Brandon 's breakthrough was the advent of new technologies, according to Ms. Thornton. Several years ago, the SEC Speech Department became intrigued with the use of assistive technology, including augmentative communication devices, to help language impaired students. Such a device was incorporated into all aspects of Brandon 's program. He learned to use a hand-held computerized device that will “speak” for him when he pushes keys representing symbols, letters or words. Ms. Thornton says that Brandon virtually blossomed before her eyes.
Not only did the device allow him to communicate, it also opened doors for developing his spelling, word recognition and reading. Ms. Thornton says she can no longer recognize the younger Brandon in the cooperative, helpful and responsible student she sees today.
As Brandon 's ability to communicate improved, his problem behaviors went by the wayside, and his interest and talent for computers began to emerge. He displayed an amazing knack for all things computer related, and was given a job calibrating the touch- screens used on student computers. His social skills and confidence flourished, and he began to yearn for “normalcy.”
Brandon started participating in after-school sports, and searched for opportunities to socialize with higher functioning and non-disabled peers. Also enjoying the company of the staff at school and the group home, Brandon became a helper and role model for other students who were struggling. A highlight of Brandon 's accomplishments includes his completion of a mainstream web design class at La Jolla High School , with the support of an SEC classroom aide.
Brandon Today
Today, Brandon spends every weekend with his family and occupies himself with typical teen pastimes: computer games, sports, chores, family outings. He plans to take more classes at La Jolla High, and is preparing for his transition to adult programs and pursuits. Brandon is employed repairing vacuum cleaners and has his own bank account. As he readies for graduation from the SEC Education Program into the Transition Program (for young adult students), he and Ms. Thornton also prepare for the end of their daily routine together. “Its time.” says Ms. Thornton. “He is ready, and I'm proud of him. But I will miss him.”
Brandon 's future? As with any young person this age, the potential paths are many. There is no doubt that his computer talents will open doors, and his parents report some exciting news about his medical condition. Two years ago, Brandon had his first normal EKG results since the time he developed seizures, and the onset of LKS, at age 4. Reportedly the condition, at times, can diminish; so this is a hopeful sign for Brandon . His comprehension has improved and he has re-gained some speech. And no one tries harder. “At times he concentrates so hard to understand, you can see him sweat,” says his dad. Whatever the future holds for Brandon , his determination and “can-do” attitude will play a large part!
More on Assistive Technology…and Thanks to Those Who Make it Possible Inspired by the amazing changes she has seen in Brandon and students with similar problems, Ms. Thornton has expanded her knowledge about augmentative communication devices. She learned, for example, that a young man like Brandon , who is self conscious about his disability, will shy away from using a device in public that has the appearance of “handicapped equipment.” When a newer model came out, that looks just like the portable computers toted around by teenagers everywhere, Brandon took to it immediately. He now feels much more confident in a variety of settings.
The SEC staff and students are extremely grateful for the support of the Doug Flutie Jr. Foundation www.dougflutiejrfoundation.org , who sponsored the launch of our Assistive Technology Lab. Our thanks also go to the Junior Seau Foundation www.juniorseau.org and Fujitsu Corporation, who recently provided a very generous grant of updated computer equipment and related technology, and to our partnering school districts who have funded augmentative communication devices for many of our students. As evidenced by Brandon 's story, these technologies, along with the dedicated staff and students who put them to use, are truly changing lives.
