Asperger's Syndrome - High Functioning Autism: PART 2

This article is an update to my very first AC Article written in October, 2006, about my grandson who is on the Autism Spectrum of Disorders. This has always been one of my most-read and commented-upon articles.

I would like to tell you about my grandson's journey from the end of that first article to the present time. Jordan is now 17 and about to start his senior year of high school. He is getting excellent grades (mostly A's and A+'s!) and is planning his next step--college.

When I wrote that first article, Jordan was in the 4th grade and was 10 years old. He still had his full time inclusion assistant with him at school and was working very hard to keep up with his fourth grade classmates. In some things he was lagging behind; in others, he was miles ahead.

This struggle continued until the sixth grade, then Jordan suddenly 'took off'. He had an excellent 6th grade teacher who really 'got' him and a strong bond formed between the two. He totally caught up with his class, surpassing most of the students. Mr. P. gave Jordan challenging assignments and Jordan surprised Mr. P. with answers that his teacher told us he had been waiting for from a student his entire 30 year teaching career!

Then we began to worry about what would happen the next year when Jordan left the security of this small, familiar neighborhood elementary school and went on to the large district middle school. I remembered my own traumatic first days at Jr. high school years before. Everything was so foreign to me and I wondered how my grandson would do.

The middle school transition took place with absolutely no problems at all. Jordan was thoroughly enjoying the adventure. He could choose elective classes that really interested him and he took courses in his beloved computer science, robotics and film making and began to further excel in all his other work. He was a delight to his teachers, who felt he had so much to share with them and the other students.

Soon, high school loomed ahead. By this time we knew he could succeed in anything and he was also becoming his own, excellent advocate, explaining to his instructors and others how he best learned things and what his challenges were. He was needing his inclusion assistant less and less and shortly after beginning the 9th grade, he did not require an assistant at all.

High school has been wonderful for Jordan. He is taking computer-related subjects and sciences which are of top interest to him and has many friends who are very much like him and enjoy the things he does. They spend hours discussing computers and rock music and other mutual interests. Jordan's grades are excellent and he is on the honor roll, many times getting straight A's. He has completed all the requirements for graduation except for 3 credits which he will take this coming year as a senior, leaving the rest of this last year of high school open to take as many electives as he wishes, either at the high school or at the nearby community college. Jordan is already planning what he wants to do in college.

I think back to the beginning of Jordan's school years. At that time he could barely be understood when he spoke and required special accommodations for learning and testing. He had a full time inclusion assistant and he struggled to keep up with the other students. The school was pushing to have him placed in the special education class but his parents and I insisted he be mainstreamed. We had faith in Jordan and knew he could do it.

Jordan struggled and worked extremely hard for 8 long years, and then, suddenly his struggle subsided and he 'took off'. He not only succeeded, he has excelled!

Sources: Doreen K. Satter, RN
www.associatedcontent.com/article/67782/aspergers_syndrome_high_functioning_pg3.html