School Options

Darla France from Life Touch Ministries (http://www.lifetouchmin.org/) described trauma:“When a person witnesses or experiences an actual event where he feels threatened or hurt.” We had confirmation in Caty’s situation that she could not deal with the trauma she experienced and shut down part of her brain. So, where do we go from here?
My problem-solving went into overdrive. I pondered what Caty’s individual needs would include. I questioned how to obtain justice in her life when we had nothing to track those responsible for the abuses. It overwhelmed me, but the Lord graciously reminded me to trust Him with the plan for her life. But, unfortunately, my worrying didn’t bring anything positive to her situation.
“Oh, Lord, will I ever learn that You are the One with the answers for Caty?”
Joanne, the staff, and I discussed additional help for Caty. “We must keep her with us for as long as possible.”
“Let’s send her to our school with the girls just like they would with special needs students in the states,” said Joanne.
“We can check out other options while she’s occupied there,” I said.
We sent her with the girls, and I chuckled as I saw her strut and giggle as they walked the three blocks. Several self-appointed classmates stepped forward to help. The director and teachers at Liberty Christian School set up a program for her while looking at other possible services for Caty.
The social worker found a school for intellectually disabled children a short distance from San Cristobal. Joanne and I visited the facility and liked the plan they had for their students. I didn’t know how Caty would feel being away from her security, but we needed to test her response. It concerned me about her reaction to the transportation service available for the students. Would Caty refuse to leave with strangers?
The day the van came, she fell over her feet with eagerness and jumped into the back seat. I relaxed as we prayed for her and trusted that it would be a good day. All her actions hit on the positive. One more step toward learning how to cope with her disabilities. 
When the van returned that evening, Caty gave me her mulish look. “Chica mia, they will come and get you tomorrow, and then you can go to school again.” With pushing and shoving, we finally got her out of the van.
Within minutes the girls surrounded her with questions, and her pout turned to a smile.
“Did you like school?” 
“Was it fun?”
“What did you do, Caty?”
She giggled as her hip swung out in a pose of importance.
After a few days of school, Caty shuffled with her arm stuck back and out while her foot dragged. At mealtime, we saw her eating with her hands. Then it struck me that Caty imitated the children she spent the day with. She copied the behaviors of cognitively healthy girls, but now a different class of people modeled for her. Actions of regression did not go with our plan.
“Joanne, we can’t let this continue. So we are back to the beginning with her.”
“Let’s pull her out of the school and send her back to our school. She must stop this new behavior and continue imitating our girls.”
Disappointed, I crossed one more idea off the list of options for helping Caty to receive an education with her handicap.
We put Caty back into Liberty Christian School, and she settled in as if she had never left. Perhaps she went into her secret place while away from the Home. The foot-dragging stopped, as did other adverse actions.