It is time for break and outdoor play. The assistant asks: “Do you want the crocodile or the Petra?” (running bike). “The crocodile,” Eve answers and hurries out, in the direction of a little ice pond in the end of the school yard (Fig. 21.2). Throughout the break, she slices on the pond along with some other students (Fig. 21.3).

Looking at the photo where she is sliding, Eve tells, “I do skating” (articulation unclear, Ida, her friend helps to translate). “How did you do it?” (10 s pauses). “Run, slide, jump, and slide.” “Have you done this before?” “No, (6 s pauses) I love it, it is fun, fun to slide.”

As the students were going to start eating lunch, Eve began to cry. The assistant was not near; the teacher came up to her, but Eve did not succeed in communicating that the dynamic Lycra suit has to be opened. A RollTalk, with speech synthesis, recommended by the OT, had been mounted on her powered wheelchair 1 month ago to support communication, but was not operative.

In the English class, later in the afternoon, all the students were sitting on benches, with the exception of Eve who was standing in her moveable stander (Fig. 21.4). When she looked at the photograph of this situation, she spontaneously says, “It hurts to stand with the orthoses.” “It hurts, but how was it when you were sitting on the floor, as you did throughout ‘The student’s choices activities’?” “It hurts too.” “Is there any time when the orthoses do not trouble you?” “When I sit in the chair.”