Chapters 10, 11 and 12 Summaries

Chapter 10 Summary

In chapter 10, we learn that Melody was potty trained at age 3. Melody and her mom have worked out ways to communicate her basic wants and needs. She so desperately wants to be able to tell her mom that she loves her. She also desperately wants to communicate with others so that they would know what she is thinking. She tells us that “words are exploding in her brain” and gets frustrated with the limitations of her communication board when she can’t get her father to understand that she just wants a hamburger and fries from McDonalds.


Chapter 11 Summary

In chapter 11, we learn that Melody gets a new electric wheelchair that gives her freedom as well as participation in “inclusion” classrooms. She loves her new teacher in her self-contained room who has brought back books on tape for her to listen to. Mrs. Lovelace, the music teacher in her first inclusion classroom plays music and helps her see colors again. She makes her first friend, a typical kid, named Rose. It is ironic that as their communication increases, they get “shushed” by the teacher. She never had a teacher tell her to be quiet before and she loved it! She is starting to feel like the rest of the kids and wonders if she will ever get to go to the mall with one of them.


Chapter 10 Summary

In chapter 12, we learn of additional inclusion classrooms being added to her day as well as getting a mobility assistant, named Catherine. Mrs. Gordon, her reading teacher is providing Melody with books on tape, she is able to take tests using her communication board and loves working on assignments assigned in the regular classroom. She is also getting frustrated with the limitations of her communication board. We again learn of her frustration when the class substitute had them watching The Lion King, a movie shown too many times as well as completing simple, not 5th grade, addition during math. She wonders what Rose is doing in her regular classroom and if she’d ever get to learn long division.

–Karen Reynolds


5 thoughts on “Chapters 10, 11 and 12 Summaries

  1. Laura Woodring says:

    Many self contained classrooms do not participate in mainstreaming, outside of special areas and lunch/ wellness. This is a good reminder of its importance, to expose our students to typical peers and experiences. The Natural language and novel vocabulary experienced would benefit many of our kids.

    • Kathleen Russell says:

      Melody’s world is opening up little by little. Even simple things like being able to let her mom know when she has to go to the bathroom have helped. However, with the communication board that she has (at this time), she is limited in hear ability to convey her thoughts – like when she can’t even let her dad know that she wants McDonald’s. No wonder some of our students throw tantrums for no apparent reason. We just need to know that they are frustrated because they can’t communicate wants and thoughts.

  2. Jecel Goyala says:

    Although medical professionals believed Melody would be unable to complete many simple tasks, her ability to bathroom-train herself demonstrates her perseverance and work ethic.
    Melody’s most important relationship is with her mother, who, because she can communicate with Melody and understand her intelligence, remains her biggest advocate (It makes me to get more excited to be a mom.).
    Mrs. Shannon is another important authority figure because she believes in Melody’s abilities and tries her best to accommodate both Melody’s disability and her intelligent mind. We need more of her for our children.
    Melody is technically included in more and more inclusion classes as the school year goes on. Although Melody reminds readers (us) that “‘inclusion’ doesn’t mean I’m included in everything,” she’s still excited to sit in classes, change classrooms, and have kids greet her in the hallways. It only shows the importance of mainstreaming.

  3. Aimee Burton says:

    Inclusion is so important but I often find myself hesitant to suggest it or talk about it’s importance with teachers because I feel like I need to “stay in my lane”. Has anyone else had successful conversations with teachers or other team members about inclusion or has anyone maybe helped facilitate it? I’d love to know how to open up that conversation more while staying in my lane. 🙂

  4. Sarah Crady says:

    Melody’s relationship with her mother is so important. I loved reading Melody recount how her mother has always known her needs and wants- that’s the wonderful thing about mothers. I was so sad reading Melody talk about how she knew all of the names of the other children in 5th grade because she had watched them play over the years- but none of the children knew who she was. I think this reminds us as educators and those of us that are parents the importance of teaching inclusion as well as compassion to our kids.

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