The possibility had been brewing for a while. A sleepover. At somebody else's house. It sounded luxurious and terrifying all at the same time.
At the end of the summer, we made it happen. As part of a friend's birthday weekend, she wanted my daughter to stay overnight at her house. Could she? A few factors made us say yes.
1. Of all of my daughter's friends, this one lives closest: one block away. In case of emergency, we could be there in a flash. And in terms of every-kid issues, cold feet at bedtime would require only a very quick trip to retrieve her.
2. We've known this family since long before my daughter was born. They know her well. She's comfortable in their home. They know the questions to ask before she visits for a meal. They're comfortable with her diabetes routine. They wouldn't hesitate to call us at any time for any concern.
3. We'd been thinking about this possibility for a long time. By 5th grade, most kids have slept over at somebody's house. We couldn't hold her off forever. So I had a game plan in my head which we were able to implement.
How did we do it?
I brought her over at 5:30 and spent 20 minutes in the kitchen going over the dinner, dessert and breakfast menu. I made copious notes for my daughter on portion sizes and carb counts. Then I kissed her goodnight.
As is the way of diabetes karma, it had been a day of wild blood sugar numbers. My game plan was to set her up for a bedtime blood sugar in the high 100's so we wouldn't have to worry about the lack of a 2 a.m. blood sugar check, but at this point we were reduced to troubleshooting. She had strict instructions to text us with each check so we could help her address any more outliers. Or so we could rest easier knowing things were evening out.
Neither girl was one for staying up until all hours, so at 10:30, I got a text. 'Bedtime. BG is 110.' Ordinarily, that would be good news, but with no middle of the night check in the works, I had her consume about 15 carbs before going to sleep. Not ideal diabetes management, but the alternative of walking a block up the hill at 2 a.m. and breaking an entering seemed less desirable, so it's what we did.
She woke up early, as she tends to do. I was already wide awake, willing my phone to chime, when she texted me at 6:45. Her blood sugar was 180, and she was reading her book until her friend woke up. She was o.k.
The luxurious parts of the night were fun. My husband and I enjoyed a leisurely dinner, with wine we'd been saving for a special occasion. It was a gorgeous night to sit in the back yard. It felt very strange to be left home alone. But it was a long night, hard to completely enjoy with a cell phone clenched in one hand at all times. I can't say I slept well. Once I heard from her in the morning, I was able to relax a little to enjoy my coffee and newspaper in peace.
My daughter had a great time, and wants to sleep at other friends' houses now. The second sleepover is coming up in a couple of weeks, at another old and trusted friend's. I'm the weird mom who hopes they stay up late. I'd love a text of a perfect midnight blood sugar. Sleep would come easier then.
What Happened?
The call from the nurse's office at 2 p.m. started the mysterious chain of events:
My daughter's blood sugar was 70 after gym, having started at 208 with no insulin given for a correction. I suggested eating her 15 g. snack and checking again before walking home.
At 3, it was up to 294...an extreme jump. Uncertain of the cause of this high, and factoring in the coming walk home, I advised giving a little over half the correction.
After a 15 minute walk, she arrived home with a blood sugar of 358.
We made a site change the first order of business. The cannula area appeared dark red and somewhat crusty. I'd never seen one quite like it. When I pulled it, it turned into a gusher. It required a clever yoga move by my daughter to get her site area above her heart, but this basic first aid tactic did stop the bleeding and allow us to continue.
New site nicely inserted, I determined that this grusome looking site had simply conked out, causing all of these blood sugar issues. I delivered a hearty correction for the 358 plus a few goldfish crackers.
My daughter was able to move on to homework, but we lost a precious 20 minutes of our busy Thursday afternoon to diabetes troubleshooting. Math homework was done in the car on the way to ballet. Typing of the short story would have to be finished after ballet and dinner, in lieu of watching the baseball playoffs. Very sad.
About 40 minutes into the ballet class, she was next to me on the bench outside her studio. "I need to check." She was 49.
"I guess the new site works," I muttered, shoving the straw into the juice box. She sat and slurped. She valiantly returned to her class and participated, resting on the window ledge between exercises.
What happened? I wish I knew. There are several possible scenarios:
The site was obviously shot, but maybe not as completely as it looked. Perhaps there was more insulin on board than I assumed when I gave the correction?
Maybe some of the high was from the bad site, but some was from another cause. Perhaps she was lower than 70 sometime during gym and had a rebound reaction? Gym or a math quiz might have prompted an adrenaline rush which spiked her blood sugar? In either case, it would have been prudent to be more careful with the correction.
Maybe our correction factor is way off for that time of day?
Trying to complete a complicated math and logic problem with about half the possible information is nearly impossible. If we're lucky, we guess the missing information correctly and solve it accurately. Just as often, we'll guess wrong and have to hope that missing a little bit of ballet class is the worst outcome we'll see.
My daughter's blood sugar was 70 after gym, having started at 208 with no insulin given for a correction. I suggested eating her 15 g. snack and checking again before walking home.
At 3, it was up to 294...an extreme jump. Uncertain of the cause of this high, and factoring in the coming walk home, I advised giving a little over half the correction.
After a 15 minute walk, she arrived home with a blood sugar of 358.
We made a site change the first order of business. The cannula area appeared dark red and somewhat crusty. I'd never seen one quite like it. When I pulled it, it turned into a gusher. It required a clever yoga move by my daughter to get her site area above her heart, but this basic first aid tactic did stop the bleeding and allow us to continue.
New site nicely inserted, I determined that this grusome looking site had simply conked out, causing all of these blood sugar issues. I delivered a hearty correction for the 358 plus a few goldfish crackers.
My daughter was able to move on to homework, but we lost a precious 20 minutes of our busy Thursday afternoon to diabetes troubleshooting. Math homework was done in the car on the way to ballet. Typing of the short story would have to be finished after ballet and dinner, in lieu of watching the baseball playoffs. Very sad.
About 40 minutes into the ballet class, she was next to me on the bench outside her studio. "I need to check." She was 49.
"I guess the new site works," I muttered, shoving the straw into the juice box. She sat and slurped. She valiantly returned to her class and participated, resting on the window ledge between exercises.
What happened? I wish I knew. There are several possible scenarios:
The site was obviously shot, but maybe not as completely as it looked. Perhaps there was more insulin on board than I assumed when I gave the correction?
Maybe some of the high was from the bad site, but some was from another cause. Perhaps she was lower than 70 sometime during gym and had a rebound reaction? Gym or a math quiz might have prompted an adrenaline rush which spiked her blood sugar? In either case, it would have been prudent to be more careful with the correction.
Maybe our correction factor is way off for that time of day?
Trying to complete a complicated math and logic problem with about half the possible information is nearly impossible. If we're lucky, we guess the missing information correctly and solve it accurately. Just as often, we'll guess wrong and have to hope that missing a little bit of ballet class is the worst outcome we'll see.
Hungry
The phone rang at 10:45 a.m., flashing the school's number on the caller i.d. It's always with a sense of dread that I answer calls from school. But, of course, I do.
"Mommy?"
"Yes...hi." (Who else would be answering?)
"I finished my whole lunch." (Brunch?)
"O.k. Good?" (I was struggling to get the tone. Was this good news or bad?)
"I'm still hungry. And the nurse has some pretzels I can have. But I'm not sure I can finish the whole bag. And I don't know whether to eat the sticks or the twists. But I'm really hungry. And I have art club after school that I want to stay for. And then I'll be really, really hungry."
I cut her off before she got too worked up, "O.k. Look at the label for the twists...they're probably easier to count than the sticks. How many carbs in a bag?"
"23."
"How many pretzels are in there...open it up and count as best as you can."
"Looks like about 20."
"Ok...well take them and eat what you can and come back and bolus 1 for every pretzel. That should be close enough."
"Ok."
"I'm glad you're hungry! And make sure you say thank you for the pretzels."
"Ok."
At 11:20, the phone rang again. School. "Mrs. Osborne, everything's ok. In fact, I thought I'd call with good news for a change...she finished the pretzels. I'm so glad she's getting her appetite back."
Me too. And thankful for the nurse's support, and for how nice her friends have been keeping her company on her many treks to the nurse's office during these first weeks of school.
My wish to provide a balanced brunch snack-like meal which can fill her up is complicated by her aversion to 'cold cheese,' and her wanting to lunch with three friends who are allergic to peanuts. This week we're trying yogurt tube + grapes + crackers or pretzels. I still contend the cafeteria should serve eggs and toast.
"Mommy?"
"Yes...hi." (Who else would be answering?)
"I finished my whole lunch." (Brunch?)
"O.k. Good?" (I was struggling to get the tone. Was this good news or bad?)
"I'm still hungry. And the nurse has some pretzels I can have. But I'm not sure I can finish the whole bag. And I don't know whether to eat the sticks or the twists. But I'm really hungry. And I have art club after school that I want to stay for. And then I'll be really, really hungry."
I cut her off before she got too worked up, "O.k. Look at the label for the twists...they're probably easier to count than the sticks. How many carbs in a bag?"
"23."
"How many pretzels are in there...open it up and count as best as you can."
"Looks like about 20."
"Ok...well take them and eat what you can and come back and bolus 1 for every pretzel. That should be close enough."
"Ok."
"I'm glad you're hungry! And make sure you say thank you for the pretzels."
"Ok."
At 11:20, the phone rang again. School. "Mrs. Osborne, everything's ok. In fact, I thought I'd call with good news for a change...she finished the pretzels. I'm so glad she's getting her appetite back."
Me too. And thankful for the nurse's support, and for how nice her friends have been keeping her company on her many treks to the nurse's office during these first weeks of school.
My wish to provide a balanced brunch snack-like meal which can fill her up is complicated by her aversion to 'cold cheese,' and her wanting to lunch with three friends who are allergic to peanuts. This week we're trying yogurt tube + grapes + crackers or pretzels. I still contend the cafeteria should serve eggs and toast.
Walking For A Cure: My Daughter's Letter
Dear Friends and Family,
On Saturday morning, October 20th, my family will
be participating in the JDRF Walk To
Cure Diabetes. The Juvenile Diabetes
Research Foundation funds research towards better treatments and towards a cure
for people with Type 1 Diabetes.
Lots of things in life are hard when you have diabetes. Here
are my top 10 reasons why I want to get rid of it:
1.
I have to visit the nurse at school all the
time.
2.
I have to carry around all my supplies
everywhere I go.
3.
I can only eat candy on special occasions or
when I’m low.
4.
When I’m eating, I have to keep track of all the
food I eat so we can bolus insulin for it.
5.
I can only drink juice when I am low.
6.
I have to be cautious about what I do and when.
7.
Sometimes I can’t do things other kids can
because of my blood sugar.
8.
I know that lots of other people around the
world are going through the same thing I am, and I want them to know they are
being thought about and cared about.
9.
Lots of people don’t understand what many people
all over the world are going through.
10.
Some people don’t really think about all the
people all around the world and don’t realize that donating to the cause (JDRF)
could help find a cure!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
If you’d like to walk with us, let us know. It would be fun to have some friends there
with us.
If you’re able to donate to our team, you can do that too! Just click here.
Thank You,
Diagnosed
with Type 1 Diabetes on 12/21/02, when I was 13 months old
504 Resources
Last week I met with our school's 504 team and finalized my daughter's plan for this year. In the past these meetings were somewhat routine. Going into a new school, with a more complicated schedule and a whole new cast of characters, I felt it important to do my homework and enter the process prepared.
Below are a few resources which might be helpful to parents who are entering the 504 process for the first time, or who are looking to make some significant changes or updates to one which is in place:
The American Diabetes Association has a Safe At School campaign. This includes a publication which they will send to you and/or your school. It provides comprehensive information about all kinds of diabetes issues which could arise and ways to handle them. The Safe At School section of the website provides links to additional staff training resources as well as sample 504 plans, and good advice about working with staff to obtain the best support for your child at school. There is also a very thorough section on legal resources. It explains channels through which to proceed should you be unable to secure a 504 plan for your child, or secure the reasonable accommodations you wish to have in there. Also helpful is a directory of applicable state laws which relate to diabetes in school.
The Juvenile Diabetes Research Foundation puts out a 'School Advisory Toolkit'. It comes as a hard copy from your local chapter, or is easily requested to download yourself. It contains an overview of the 504 laws and practical information to help put one in place at your school for your child. There are helpful samples of 504 accommodations as well as sample forms for different circumstances, such as one for a teacher to leave for substitutes.
Both ADA and JDRF have helpful back to school webcasts which can be viewed anytime through their websites.
Children With Diabetes has a page on Diabetes At School. It contains links to a multitude of resources. These include sample plans and forms, legal information, SAT testing rules and advice, and links to a variety of publications and websites which also deal with this issue. Unique to Children With Diabetes is the opportunity to look at past polls, message board conversations and ask the expert results around this issue. Reading how real-life situations have been resolved can be helpful in brainstorming solutions for your own.
A common theme throughout these resources bears repeating and emphasizing. Taking the time to make sure school staff understand a bit about Type 1 Diabetes will go a long way. Educate staff about the effects and dangers of high and low blood sugars and the process of keeping them at bay. Explain, with examples if you possibly can, how diabetes has affected your child's school day in the past. Use this information as the basis for making your requests regarding how your child's diabetes is handled at school.
Our 504 process ended with a mutually agreeable plan. More importantly, it ended with our school's staff having a better understanding of Type 1 Diabetes. Most importantly, it ended with an understanding that my daughter, the school's staff, our doctors, my husband and I are a team working together to keep my daughter's diabetes from getting in the way of a good education.
Below are a few resources which might be helpful to parents who are entering the 504 process for the first time, or who are looking to make some significant changes or updates to one which is in place:
The American Diabetes Association has a Safe At School campaign. This includes a publication which they will send to you and/or your school. It provides comprehensive information about all kinds of diabetes issues which could arise and ways to handle them. The Safe At School section of the website provides links to additional staff training resources as well as sample 504 plans, and good advice about working with staff to obtain the best support for your child at school. There is also a very thorough section on legal resources. It explains channels through which to proceed should you be unable to secure a 504 plan for your child, or secure the reasonable accommodations you wish to have in there. Also helpful is a directory of applicable state laws which relate to diabetes in school.
The Juvenile Diabetes Research Foundation puts out a 'School Advisory Toolkit'. It comes as a hard copy from your local chapter, or is easily requested to download yourself. It contains an overview of the 504 laws and practical information to help put one in place at your school for your child. There are helpful samples of 504 accommodations as well as sample forms for different circumstances, such as one for a teacher to leave for substitutes.
Both ADA and JDRF have helpful back to school webcasts which can be viewed anytime through their websites.
Children With Diabetes has a page on Diabetes At School. It contains links to a multitude of resources. These include sample plans and forms, legal information, SAT testing rules and advice, and links to a variety of publications and websites which also deal with this issue. Unique to Children With Diabetes is the opportunity to look at past polls, message board conversations and ask the expert results around this issue. Reading how real-life situations have been resolved can be helpful in brainstorming solutions for your own.
A common theme throughout these resources bears repeating and emphasizing. Taking the time to make sure school staff understand a bit about Type 1 Diabetes will go a long way. Educate staff about the effects and dangers of high and low blood sugars and the process of keeping them at bay. Explain, with examples if you possibly can, how diabetes has affected your child's school day in the past. Use this information as the basis for making your requests regarding how your child's diabetes is handled at school.
Our 504 process ended with a mutually agreeable plan. More importantly, it ended with our school's staff having a better understanding of Type 1 Diabetes. Most importantly, it ended with an understanding that my daughter, the school's staff, our doctors, my husband and I are a team working together to keep my daughter's diabetes from getting in the way of a good education.
No D Day...Ha!
George over at Ninjabetic organized yesterday's 'No D Day' event. Diabetes bloggers were, for a day, to imagine that diabetes was not in the picture and to write about something else dear to their hearts. The latter was accomplished. The part about imagining there was no diabetes...no such luck.
It was a diabetes-heavy day. The school guidance counselor was busy pulling out my daughter's 504 plan. The e-mail came mid-morning, requesting a meeting this week to review its contents. This was followed by a flurry of activity. The meeting was set up. I dug out last year's version for review. I spent time on the phone with another diabetes mom from the school, comparing notes. I carefully considered both independently and with my daughter what needed to be changed in this year's plan.
As I was out photographing my zinnias, the phone rang. A pseudo-low blood sugar had sidetracked my daughter on the way to lunch. What was my opinion on treating it? A burst of diabetes-math resulted in a solution.
Envisioning the busy week stretching ahead of us, it became clear that our annual JDRF walk letter needed to be worked on yesterday as well. My daughter and I collaborated on it after school. Some serious diabetes conversation ensued, followed by a site change.
I love the concept of No D Day. It reminds us that we are multi-faceted people, with wide ranging interests. It reminds us of our hope for future days and years and lifetimes without diabetes.
Until then, it's always there, and it's rarely up to us when it will demand our full attention. Meanwhile, I'll settle for laughing at the irony of its intrusion on my No D Day, and go outside to weed my flower garden.
It was a diabetes-heavy day. The school guidance counselor was busy pulling out my daughter's 504 plan. The e-mail came mid-morning, requesting a meeting this week to review its contents. This was followed by a flurry of activity. The meeting was set up. I dug out last year's version for review. I spent time on the phone with another diabetes mom from the school, comparing notes. I carefully considered both independently and with my daughter what needed to be changed in this year's plan.
As I was out photographing my zinnias, the phone rang. A pseudo-low blood sugar had sidetracked my daughter on the way to lunch. What was my opinion on treating it? A burst of diabetes-math resulted in a solution.
Envisioning the busy week stretching ahead of us, it became clear that our annual JDRF walk letter needed to be worked on yesterday as well. My daughter and I collaborated on it after school. Some serious diabetes conversation ensued, followed by a site change.
I love the concept of No D Day. It reminds us that we are multi-faceted people, with wide ranging interests. It reminds us of our hope for future days and years and lifetimes without diabetes.
Until then, it's always there, and it's rarely up to us when it will demand our full attention. Meanwhile, I'll settle for laughing at the irony of its intrusion on my No D Day, and go outside to weed my flower garden.
Amateur Gardening
In my spare time, I fancy myself a gardener. In my imagination, I can create gardens to compete with Monet's at Giverny or those at Hampton Court Palace. In reality, I'm thrilled when plants survive the combination of harsh conditions and lack of attention to which I subject them. This season's successes are pictured below:
 |
| I had never heard of gazania before I bought a three pack at our local garden center the first year we were in this house. I bought them solely because I liked how they looked, but they're fabulous in a multi-purpose way. They are one of the few plants which seem to thrive on the south facing desert-like conditions of this front garden. This year, I filled the space with them, in a variety of cheerful colors. |
 |
| These roses love it here, which is great since I do very little to nurture them except spray them to keep the deer from eating them. Right in front of the huge bay window. They very boldly and carefully eat the leaves and leave the stems and thorns. |
 |
| The zinnias seeded themselves from last year and developed into this enormous clump of orange flowers encroaching on my front walkway. I'm afraid that if I tried to move them, I'd kill them. Fortunately that's not a purple mum they're sharing space with. |
Next year we plan to add a vegetable garden out back, and I'm looking forward to growing some green beans, cucumbers and lots of fresh herbs. We'll then cultivate not only beauty for our eyes, but salad as well! What better therapy than creating order out of chaos by weeding and designing a garden?
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