LIFE WITH AUTISM

Life With Autism

Abby Johnson
Samford University
Orlean Bullard Beeson School of Education

LIFE WITH AUTISM

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Life With Autism

Adam1 was diagnosed with autism at the age of four. Very early in his life, his
mother, Sarah, thought that Adam was not progressing as she expected he should. His
mother experienced a high-risk pregnancy so all the doctors and nurses assured her
everything was okay. She was told his delayed growth and development was just the
result of her pregnancy and he would soon catch up. At the age of three, Adam was still
not making progress. The doctor suggested that he be placed in speech therapy. After two
sessions with the speech therapist and Sarahs constant questioning, the speech therapist
said she thought he might have a disability and agreed he should be tested. After many
doctors appointments and meetings, Adam was sent to the University of New Mexico for
testing where he was diagnosed with high-functioning autism.
At the time, autism was not something that people talked about. Sarah knew no
one with a child who had autism. The only reference she had was the character Raymond
from the movie Rain Man. She could only think that her son would be counting
toothpicks on the floor, repeating the same routine everyday, and having no ability to live
in the world or interact socially with others. Sarah lived in a state of denial that continued
for several years. At the time of Adams diagnosis, Sarah found out she was pregnant
with a second child. She was consumed with worry about how she could take care of
another child and if this child may also have disabilities. Her husband was not involved
throughout the process of Adams diagnosis and treatment plans. Sarahs parents and
relatives lived across the country so she felt alone as she began this journey. Sarah did not
know how to begin helping Adam so she fell into a state of passivity with Adams
treatment and education.
1 Names have been changed to protect the identity of the individuals.

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At the time, Sarah, Adam, and the rest of their family lived in Albuquerque, New
Mexico. The school systems did not have a strong program or resources for students with
disabilities. However, there was no other option. Sarah and her husband met with the
head researcher and autism specialist at the University of New Mexico to discuss the best
way to get Adam help. Her suggestion was moving to a new city that had organizations
and schools equipped to help Adam. Sarah wanted to move, but her husband did not so
they were all stuck. He began school in a special education classroom and was eventually
included in the regular classroom. Despite Adams poor performance during fourth grade,
his teachers gave Adam a passing grade in all of his classes. When Adam entered the fifth
grade, he lasted for a few weeks, and then the teachers told him he was not performing
well enough and must go back to fourth grade. To this day, Adam remembers that event
and will talk about how hard it was for him.
After Adam completed fourth and fifth grade, Sarah approached her husband
about moving to another city to get the help he needed. He reluctantly agreed, and they
moved to Birmingham, Alabama. Adam entered the sixth grade at Oak Mountain
Elementary. His teachers were shocked at how behind Adam was in his social and
academic abilities. He was enrolled into programs at Mitchells Place. Not only was
Adam receiving academic help, he was being taught social skills. Sarah said she began
seeing enormous growth even over the span of a few months. However, a few years later,
Sarahs husband divorced her and took Adam with him. Adam returned to the school
system in New Mexico and lost everything he had learned.
Now, Adam is living with his grandfather in New Mexico and attending a
community college in the area. Every day, Adam wakes up and takes the public bus to the

LIFE WITH AUTISM

community college. He attends classes and then returns home to play video games and
watch videos in his room alone. Sarah sees Adam on a consistent basis and constantly
encourages him to challenge himself in social contexts. She desperately wants him to
return to Birmingham and enroll in programs that will cultivate his growth. However,
Adams father allows him to retreat back into his own world, which makes Adam feel
much safer.
Even though Adam has been told he has autism, he does not completely know
what that means. He says that he wants friends, but he will not be sad if he does not have
them. It is difficult for him to understand the effects of his actions towards others and the
emotions of other people. He realizes that his behavior is not like everyone elses, but he
does not have a desire or see a need to change.
Over the years, Sarah began researching and deepening her knowledge about
autism and ways she can help Adam. She attends the University of Alabama Autism
Conference every year and loves meeting with families who are going through the same
things she has walked through. She wishes that she could have done more for Adam. She
regrets not being an advocate for his treatment, education, and growth as an individual.
However, she trusts that the Lord is in control and has a plan for Adams life. She
encourages families to be completely committed and invested in their childs life and
education. She believes early intervention is key so parents must take an active role in
seeking professional help. The time spent in denial and passivity is time that could be
directed towards finding the help the child needs to be successful. While Adam still has
many areas he can grow in, Sarah is proud of the progress he has made. We can all learn

LIFE WITH AUTISM

something from the way Adam lives, having a compassionate heart towards others and a
contagious sense of humor.