Cerebral palsy is a medical condition usually caused by brain damage before or at birth that causes the loss of control of movement in the arms and legs. Elizabeth Helfman, an author of children’s book in her book, On being Sarah focuses on on a young girl’s physical challenges and shows that when those around her are helpful and sensitive, her difficulties do not restrict her.
Summary
“On being Sarah” narrates the story of Sarah, a 12-year-old with cerebral palsy, faces challenges communicating and moving, relying on a wheelchair and Blissymbols. She had felt isolated until school introduced her to symbols, allowing her to express herself. Despite her physical limitations, she embraces learning symbols, eager to connect with the world. Her board, organized by color-coded symbols, becomes her voice. With her mother’s support, she learns about her condition and the limitations it poses.
Her mother’s reassurance and encouragement drive Sarah to embrace her newfound ability to communicate. Despite a doctor’s discouraging predictions, Sarah triumphs, finding her voice through symbols, proving her intelligence and determination. Through this, she discovers the power of communication, bridging the gap between her inner world and the outer one, and finally feels understood and empowered.”
Theme of On being Sarah
The story’s theme is about overcoming challenges and finding your voice. It shows how even when things seem really hard, with determination and support, you can find a way to communicate and connect with others. It’s all about not letting tough situations hold you back, but instead, finding your strength to express yourself and be understood, proving that everyone, no matter their difficulties, has something important to say and contribute to the world.
Message of On being Sarah
The story’s message is about believing in yourself and never giving up. It teaches us that even when things are tough, we can find a way to communicate and be understood. No matter our challenges, we have a voice that deserves to be heard. It’s all about having faith in your abilities and not letting anything stop you from expressing yourself and being a part of the world. Everyone has something valuable to share, and it’s important to keep trying, learning, and growing, no matter the obstacles.
A. Tick the most appropriate options.
1. Sarah learnt that there were other children like her only after
a. Mrs. Brady talked about them. b. she grew up.
c. she went to school. d. she met Mrs. Brady.
2. Mrs. Brady helped Sarah to
a. exercise. b. meet other children.
c. learn about school. d. speak.
3. Sarah learnt to use symbols to
a. hide her thoughts and feeling. b. learn about her condition.
c. talk about her childhood. d. express her thoughts and feelings.
4. Sarah’s board had
a. three hundred symbols. b. only green symbols.
c. only yellow symbols. d. only blue symbols.
5. The symbols on the board were small because
a. there were so many of them. b. they were multi-coloured.
c. small symbols are easy to remember. d. Sarah liked small symbols.
6. Sarah liked her mother to tell her again and again what had happened when she was a
baby because
a. she already knew the story. b. she couldn’t talk or walk.
c. it helped her understand her situation. d. it helped her mother.
Answer
1. Sarah learnt that there were other children like her only after:
c. she went to school.
2. Mrs. Brady helped Sarah to:
a. exercise.
3. Sarah learnt to use symbols to:
d. express her thoughts and feelings.
4. Sarah’s board had:
a. three hundred symbols.
5. The symbols on the board were small because:
a. there were so many of them.
6. Sarah liked her mother to tell her again and again what had happened when she was a baby because:
c. it helped her understand her situation.
B. Answer these questions from On being Sarah
1. Why did Sarah cry in frustration?
2. How did the symbols change Sarah’s life?
3. How were the symbols classified on the basis of their function?
4. What handicaps did Sarah suffer from?
Answer
1. Sarah cried because she couldn’t speak the words she wanted despite trying hard.
2. Symbols helped Sarah talk and express her thoughts, changing her life by giving her a way to communicate.
3. Symbols were grouped by what they did—like actions, feelings, or things—color-coded to make them easier to use.
4. Sarah had cerebral palsy, affecting her ability to move and speak.
C. Think and write from On being Sarah
1. What do you think were Sarah’s greatest strengths?
2. In what ways do you think Sarah’s mother helped her?
3. Make a list of things you think Sarah could do and could not do.
4. Do you think Sarah was a brave girl? Give reasons for your answer.
Answer
1. Sarah’s greatest strengths were her determination and intelligence.
2. Sarah’s mother supported her by teaching, creating symbol boards, and explaining things.
3. Sarah could communicate using symbols but she couldn’t speak or walk without help.
4. Yes, Sarah was brave; she kept trying to communicate despite her challenges and never gave up.
Formal Letter from on being Sarah
Imagine you have a differently abled, twelve-year-old boy in your class. He has trouble walking up the stairs in school and often looks sad. You make friends with him. However, you think that general awareness about the handicaps that differently-abled children face is lacking among students. Write a formal letter to your principal to request her/him to address all the children in school in this regard. You can use these suggestions in your letter.
• Find ways to be warm and friendly with differently-abled children.
• Acknowledge the special skills that they may have, like painting and singing.
•Praise their efforts.
• Understand the challenges that they face and how they cope with them.
Answer
To
The Principal
ABC School
Delhi
Subject: Request for Addressing Awareness about Differently-Abled Students
Sir
May I have your kind attention towards my letter as I am writing to address an important and sensitive matter concerning the student body’s understanding and interaction with differently-abled children in our school.
In our midst, there are several remarkable children facing physical challenges, yet their capabilities and talents often go unnoticed. I believe it is pivotal for our school to foster an environment of empathy, support, and inclusion for all our students, especially those who encounter difficulties in their daily routines due to physical limitations.
It has come to my attention that there might be a lack of awareness among our student community regarding the challenges faced by differently-abled children. As an inclusive institution, it’s essential that our students learn to be warm, friendly, and accommodating to their peers who might require special assistance.
Moreover, these children possess exceptional skills, which often remain unacknowledged. It’s crucial to highlight and celebrate their talents in various fields like painting, singing, or any other unique abilities they demonstrate. Praise and recognition will not only boost their morale but also encourage their peers to appreciate their efforts.
Understanding the challenges these students face and how they overcome them can significantly contribute to nurturing a more empathetic and supportive environment. By shedding light on their coping mechanisms and resilience, our student body can learn valuable lessons about perseverance and the strength of character.
I respectfully request an opportunity for the school to address the entire student body, perhaps through an assembly or dedicated sessions, to raise awareness about these crucial aspects. This endeavor will not only encourage a culture of inclusivity and empathy but will also ensure that all students feel valued and understood in our school community.
Thank you for considering this request. I am more than willing to contribute and support in any way to make this initiative a success.
Sincerely,
[Your Name]
[Your Class/Grade]