but I call it incredible. I work with two elementary-aged boys who are largely non-verbal and significantly impacted by Autism across all social, academic, and self-care areas. As much as colleagues, other students, and even outsiders are drawn to these children (because they are remarkable and delightful), I often hear comments about how frustrating, tiring, sad, unrewarding, etc. my work must sometimes be. Is there frustration and sadness in my work? Of course there is, just as there is in nearly all types of work. But I must say, the moments when I viscerally ripple with delight are those when one of the boys gets that very recognizable glean in his eyes that tells me he completely understood what I have asked/requested/directed and has made a conscious decision to not follow through (or even do the exact opposite). Noncompliance isn't acceptable, of course, and we have classroom ways of managing whatever transpires. But those acts that some may see as defiance? They are, to me, brilliant, beautiful, beacons of light that show me what I've always known: these boys are "in there," and by "hook or crook," they will make themselves known as the incredible individuals they truly are. When these moments transpire in the classroom, I know it is not simple noncompliance. These are moments when these boys are asserting self-hood. And it is at these times I know that, not only have I reached my students, but more importantly, they have reached and shared themselves with me.

Lora
Mansfield, AL