A Red Belt, and When

“What’s this one, Finn?”

“Su-chle.”

“This?”

“Ye-wow.”

Circle, yellow.

I’m doing flashcards with Finn because he pulled them out of the closet and suggested playing. I have no need for him to get every answer correct, and he doesn’t.

“Red!”

It’s a red belt and the flashcard says ‘belt’. He is half-correct, or maybe all-correct.

He smiles and we say, “Red! Yes!” We move on to the next card which is a square, and he says ‘squawre’, which is just as correct as saying, ‘red’ when shown a picture of a red belt.

We had his Individual Education Program (IEP) meeting today, and the entire team of us–parents, teachers, aides–sat around a low table while in kiddie chairs discussing evaluative needs and benchmarks. Finn slept in his stroller. I kept him up all morning so that he could sleep during the meeting. It’s funny that we were all in those low and plastic chairs–especially the principal in his full suit and tie–while Finn was sprawled out, comfortably and regally napping. We were hunched around a table and planning, talking in big words about everything, and there was something in the IPE about Finn understanding the ‘whats’ and ‘wheres’, but not exactly the ‘whens’ just yet.

Which is perhaps incorrect. I showed Finn a picture of a plant today; he said <sniff> while bringing a hand to his nose, after which he signed ‘flower.’

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