The other day I was sitting in the car with my youngest while we waited for the high school to let out. I glanced over at Luke who, per usual, was already busy scribbling responses in a vocabulary notebook. As he worked diligently to get ahead on his homework for the evening, my eyes were drawn to his hand. I don’t normally notice the boys while they are ensconced in their school work. But, sitting in the car without much to amuse myself, I got curious to see what he was working on. As I looked over, this is what caught my eye.
Luke has one of the most unique ways of holding a writing implement I have ever seen. This visual sent me tripping down memory lane, thinking of all the teachers and aides and tutors who were flummoxed by it. It was labeled maladaptive. When he was young and spent hours drawing and coloring, his grip constantly broke crayons. Beginning in preschool, teachers pointed it out as if it made him a freak, the Hunchback of Handwriting. I was told he’d never be able to get through school with that grip. His hand would tire. His writing would be illegible. Quelle horreur! Occupational therapists spent hours working with him to redirect it, to bring it in line with what is considered “normal.” For my part, I consistently deferred to their assessment that the situation was untenable and needed to be corrected because, well, what did I know? I was no expert. So Luke continued to do therapy and classroom work and tutor time in an effort to fix it, even though he didn’t see it as broken. In the end, no matter the effort that went into ameliorating it, he reverted back to what was natural for him.
Eventually, I found a reason to stop thinking about his odd pencil grip. When his third grade teacher mentioned it in our first conference with her, I told her we really could not care less. It was a non-issue. She looked at me like I had three heads and rattled off the reasons I’d heard myriad times as to why this was, in fact, a huge deal. I slid his psychoeducational evaluation across the desk and told her improving our dyslexic son’s reading skills was our only focus. Nothing like a bigger problem to make a smaller problem diminish. His pencil grip and handwriting blipped off the radar screen. It became nothing more than an extension of Luke’s character: creative, unbridled, and charmingly quirky. Nothing wrong with that.
Years later, I one day noticed my own pencil grip. It also would be considered maladaptive. It too would make preschool teachers cringe. Maybe if I’d considered it sooner, I could have saved Luke all the hassle of hours in occupational therapy, knowing I’d survived school and life with my own weird grip. Like mother, like son? Sorry, buddy.
The little things aren’t always the big things we imagine them to be. Our fruitless attempts to remediate Luke’s pencil grasp taught me to choose my parenting battles more wisely in the future, to listen to experts but to weigh their advice against the bigger picture and my own gut feelings. With time and practice with my Little-Miss-Rule-Follower self, I’ve started to recognize I don’t always have to follow common procedure. Some things will improve with time and some things aren’t worth the trouble. My son who, despite his dyslexia, struggled his way from two years behind reading level in third grade to become the kind of kid who at 12 was reading adult, historical non-fiction books like Band of Brothers for fun, never needed help getting a grip. He needed help teaching the adults to let go of one.
People ponder the question of nature versus nurture. I posit it’s a bit of both. Sometimes one wins out, sometimes the other. We would like to be in control, to manage, to create order from perceived chaos, but the universe seeks to teach us otherwise. Maybe it would be better if we accepted that sometimes things are simply out of our hands.