Ever since Peanut was a toddler, we've used the phrase "developmental
issues" to explain to strangers and acquaintances his odd and/or
problematic behavior. To family and friends, he's just Peanut being
Peanut, but every now and again some of the clothing-chewing,
mouth-stuffing, spinning, rocking, bouncing, flapping behavior would
come back and we might find ourselves at a party explaining, for the
ease of understanding, that he was "mildly autistic."
As he has
changed and developed, we started to understand much more clearly what
his strengths and weaknesses were, and that meant we were pretty much
expecting the PDD-NOS diagnosis we received this spring. Last week, we
had an IEP meeting to discuss his transition from one school to
another, from preschool to kindergarden. It went very, very well, and
included some amazing news about a grant that will provide extra
staffing.
It looks like he and a couple other children on IEPs
will be grouped together in a regular kindergarden classroom. There
will probably be 18 or so children in the class total, and some of the
non-IEP children will be half-day students, so it will be an even
smaller class in the afternoons. There will be the regular teacher and
a part-time teacher's aide for the class, and thanks to the funding
that came through, there will also be a specially trained full time co-teacher responsible for the 4 children on IEPs and a special education aide as well.
This
is what we wanted for Peanut's kindergarden year: a high teacher ratio,
as much inclusion in the regular classroom as he can handle, a teacher
or an aide with specialized behavioral training. They relied heavily on
the independent evaluation we had done, and we spent a long time
discussing ways to prepare him for the big changes next fall.
As
we were wrapping up and going over everything, we came to the part that
startled me. They brought up the fact that his current educational
diagnosis, which was assigned to him as he entered preschool 2 years
ago, fell into the "developmental delay" category. Given all the
changes we have seen in him, as well as the clinical diagnosis of
PDD-NOS, we all agreed that he should be re-classified as "autistic
spectrum disorder."
No surprise, right? I mean, duh - we've been
saying he's mildly autistic for years, we've received an official
clinical diagnosis, and hello? He's autistic. Not profoundly autistic,
not by a long shot, but definitely On The Spectrum.
Except it
still startles me to hear that. Hard as it may be to believe, it
catches me unaware. Who, me? I have an autistic child? Really?
Are you sure? Because I don't think of him as autistic, obviously. I
think of him as emotionally fragile, easily excited, smart as a whip.
It's
weird, because unlike some parents I've talked to, I've never shied
away from "labeling" him. It always seemed to me to be the best way to
get the services that have helped him, and it's honestly one of those
things I didn't think too much about. I just never felt like "The
Mother Of An Autistic Child" before this IEP meeting.
I guess I was too busy being, you know, "Peanut's mom."
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(Originally posted at A Smeddling Kiss)