Simon came home from school happy about school, which is his normal status about school.
School is an amazing place, or at least he thinks that while he’s at home. (While he’s at school, it’s often a different matter and he can get mad at things not happening on schedule or teachers not being there.)
But today, it was happiness.
From the moment he got off the bus, he said school was fun.
I asked what he did at school. “Fun,” he said.
I asked again, emphasis on “what” he did…
“What did you learn about?”
Okay, maybe that’s actually a “where” response, but close enough that I’ll take it.
These feelings about school didn’t fade away. He ran through his usual “script” about going to school and when he goes back to school (tomorrow morning).
But that wasn’t enough today. He kept repeating himself and wanting me to repeat it back to him.
So I came up with a social story on the fly and told it to him.
“In the morning, you wake up, then you get dressed, then you eat breakfast, then you get on the bus, and then you get to school.” I held up a finger for each step, numbering them one through five.
He nodded along, so I went for the repetition.
“What do you do first?” [One finger held up]
“Then what?” [Two fingers held up]
“And then?” [Three fingers held up]
“And next?” [Four fingers held up]
“Take the bus.”
“And what’s the last step?” [All five fingers held up]
“Get to school.”
“Do you feel better now?”
“Great, so can you please get out of the bathroom? Because I kind of need some privacy now.”
(This blog got caught up in the massive storm that was too many things scheduled, so I wanted to finally get it up. Because it does matter.)
Before each class, I told them that they were my captive audience, and that they had to listen to me get up on my soapbox.
I went into my spiel about spreading the word, tell them about the term ID, and asking them to check out the website and take the pledge.
In my second class of the night, I had a 14 year old student. When I told delivered my speech to him, he said. “Wow. Uh. I’ve said retarded like a dozen times so far today.”
Did I do that, too, when I was 14?
I don’t remember doing it, but, then again, I also don’t remember the time that I answered every test question with the word “frog.” (I apparently did that. One of my friends reminded me about it. I still don’t remember doing it, but it definitely sounds like something I would have done in high school)
I asked my student to think about it and check out the website. Maybe even share it around.
And I thought – what if this website, and this idea of respect for those with disabilities, had existed 30 years ago?
What if it’d seen something like it?
Would it have affected my word use?
My friends and their word use?
Will it affect him?
When I hear it in movies, I cringe every time. Doesn’t matter if it’s an old movie or a new movie. Doesn’t matter if it’s appropriate to the character’s personality.
I don’t know that we’ll ever be able to get rid of the stigma and the insult based on intellectual disabilities, but we can spread the word to end the word.
And maybe that will reduce the number of times I cringe when I read Facebook posts, watch movies, read books, or talk to strangers and acquaintances.
One of the first things the pediatrician pointed to was Simon’s lack of speech. He was a year old, and while he’d babble, for the most part he just pointed at things he wanted. He didn’t say Mama or Papa. She asked if we would mind if he got examined by Early Childhood Intervention when he was 15 months old if things hadn’t changed. We agreed.
He didn’t talk by the time he was 15 months old.
He also didn’t talk by the time he was two years old.
Eventually, through the use of videos, he learned American Sign Language (ASL).
Then he began speaking, also through the use of videos. His first word, which he said when he was almost three years old, was “bear,” and he said it after watching a Baby Bumblebee video.
For a long time, we worked with sign language and English. He slowly picked it up and began expanding what he said.
He taught himself to read.
He learned how to write.
Then, earlier this month, not long after he turned 13, he discovered the language options on those old Baby Bumblebee DVDs. He’d never stopped watching the videos. I guess he still liked the word repetition they feature.
We realized that he was watching the Spanish option, repeating all the words. We asked him to tell us things in Spanish, and he did. He knew dog was perro and cat was gato.
Next up was French. I guess he thought that he’d already mastered the Spanish parts of the DVD.
Of course, when we went out to lunch with a friend, I tried to get him to show off. I asked him how to say dog in French. He looked at me like I was an idiot and said, “poodle.”
After a lot of laughing, I asked him for it again and he said, “chien.” I asked him for it in Spanish, and he said, “perro.”
So, yeah, he took to those languages.
Then, not even a week ago, he began learning German. His favorite word was “augen” (eyes).
A few days ago, he swapped to the final language option: Japanese. (Dog is inu, by the way.)
If you’d asked me ten years ago what I thought Simon’s “special skill” would have been, I might have guessed his art work. He’s awesome when he draws. I never would have guessed that he’d be into languages. I’m not sure that he’ll stick with them, but he obviously has quite a talent there, and maybe this will be where he goes in life. It goes to show you that ten years can be quite a long time and quite a lot can change.