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wanted to go on even numbered years. This was to
help satisfy his concept of perfect patterns. He still
has definite ideas of what makes up these patterns
and he does not like to change them.
Alas, summer came to an end too soon, as it always
does. Keaton and Gavin were enrolled in the Critzer
Elementary School nearby; Keaton in the fifth grade
and Gavin in kindergarten. To illustrate how much
Gavin had become aware of Keaton’s condition, a
conversation Mark overheard is paraphrased: Mark
had taken Gavin for a pre-kindergarten test and chat
with the principal. As he waited outside the door
Mark heard the principal ask Gavin if he had any
concerns or questions. Gavin replied that he would
be fine, but he would need them to watch over his
brother Keaton!
Keaton received all the help that was specified in
his Individual Educational Program (IEP) at Critzer.
This included a full-time aide; the man who was to
work with Keaton had completed several years of
college. He remained with Keaton for the entire year.
Keaton was placed in regular classes; this would be
true for him throughout his school years. (This is
important to point out as it is usual for schools to
place a student who is “different” in whatever special
education class thought appropriate). Keaton was
fortunate that his autistic needs had been identified
early. He was never to be placed in Special Education
Class again. His special help came in the form of
additional time for tests and for aides appropriate to
his Asperger’s Syndrome.