Emily's World: A Journey Through Autism

Chapter 3: School Years

School was a challenge for me. As a child with autism, I struggled with sensory overload and social interaction. The noise and crowds of the hallways often overwhelmed me, and I found it difficult to make friends. But I loved learning and found comfort in routines and predictability. With the help of my teachers and therapists, we worked together to create a learning environment that was supportive of my needs.

My parents were also an invaluable source of support. They advocated for me at school and ensured that I had access to the resources I needed to succeed. They worked closely with my teachers to develop individualized education plans (IEPs) that addressed my specific needs, such as providing a quiet space for me to work when the noise became too much.

Despite the challenges, I was a good student. I excelled in subjects like math and science and loved to read and write. I also continued to pursue my love of art, which provided a much-needed creative outlet. However, I struggled with executive functioning, which made it difficult for me to stay organized and manage my time effectively. My parents and teachers worked with me to develop strategies to address these challenges, such as using visual schedules and breaking tasks down into smaller steps.

One of the biggest challenges of my school years was socializing with my peers. I often felt like I didn't fit in and struggled to understand the social norms that governed interactions with others. I would often spend my lunch breaks alone, reading a book or drawing in my sketchbook.

But as I got older, I began to connect with other kids who shared my interests. I joined the science club and the art club and found that I had a lot in common with other kids who were also passionate about these subjects. I also began to develop a small group of friends who accepted me for who I was.

Throughout my school years, I continued to work with my therapists to develop the skills and strategies I needed to navigate the social world. I learned how to read social cues and how to respond appropriately in different social situations. I also worked on developing self-advocacy skills, which helped me to speak up for myself when I needed help or accommodations.

In high school, I became more involved in extracurricular activities. I joined the debate team and the school newspaper, which helped me to develop my communication and writing skills. I also continued to pursue my love of art and science, taking advanced classes in these subjects.

As I approached graduation, I began to think about my future. I knew that I wanted to go to college and study science, but I was also anxious about the challenges that lay ahead. My parents and teachers worked with me to develop a transition plan, which included visiting colleges and developing a support network of mentors and peers.

Looking back on my school years, I realize how fortunate I was to have the support of my family, teachers, and therapists. They never gave up on me, even when things were difficult, and always believed in my abilities. It was because of their support that I was able to succeed academically and develop the skills I needed to navigate the social world.