
Oh Leo. That boy just slays me. I go on and on about his speech and how worried I am about his intelligibility but he I have to say, he is doing
great. We're suddenly having these
conversations. And he's cracking jokes. And I'm having these little visions of what he's going to be like as a young adult.
This boy drives me crazy sometimes but he happens to be one of the most interesting, creative people I know. See above. Note the
snowmen on the slide. He's wild about those snowmen, which I bought pre-kids--
I know, I know, They're Hallmark: Don't Judge-- (and little did I know I'd someday have a little boy who loved singing Christmas toys year-round). He likes to "place" them where he's playing. Before I snapped this shot, the snowmen were on the patio table across from him. So the snowmen could see Leo? So he could see them? Who knows. Sometimes I find the snowmen sitting next to him on the couch when he's drawing, or facing him when he's playing Legos on the living room rug.
And I've decided a couple of things about Leo. Sure he takes a little longer to do certain things. To wit: This morning I sent him to the pantry to get more paper towels and he he took so long I'm pretty sure I could have gone to the store and bought more paper towels. No, he's not your "typical" seven and a half year old. But he is
smart. Wise. Incredibly sensitive. The only thing "wrong" with him? He is the most stubborn person I have ever met. Once he makes a decision about something, look out. It's a long, sometimes painful (maddening, infuriating) road to convince him otherwise (it could be anything from wanting cheese crackers when there are none to refusing to get on the school bus in the morning).
Interestingly enough, the recent school evaluation (conducted every three years to determine proper placement/eligibility) we've been waiting for had a similar finding (except for the maddening, infuriatingly stubborn part). Leo's reading close to grade level. His receptive language is that of an eleven-year-old. And we're in an interesting little predicament now because for the past two and a half years, Leo has spent the bulk of his day in a self-contained classroom for "mildly cognitively delayed."
And now? Seems he's not
technically cognitively delayed. Perhaps learning disabled or language delayed (I'd argue he has articulation issues vs. delays but whatever). The point is, Leo's "team" (teacher, therapists, school psychologist) are faced with something they say they've never really seen before. And they are working to create a new program for Leo. It's looking like it will probably be a combo of a typical classroom, some time in his present ("cognitive delayed") class and some time in the "language and learning delays" room.
And for the first time in the history of meetings with Leo's team, when I uttered the words "full inclusion," I was met with smiles and nods, rather than shrugs and "we'll have to see how it goes."
Things are about to get even more interesting.