I really don’t want Rory to have a language issue.
I go back and forth on whether I think the things I posted about yesterday–her srtuggles with nouns, her mixing up words within categories–mean anything more than, as Gina said yesterday, that she’s “just a girl trying to learn SO Much. Yes, she wasnâ€™t only learning language but learning social cues, learning how to be in a family, learning so much more than kids brought up here at an earlier age.”
Sometimes I think so. This morning, she lost the word “Nutella,” and I thought: Crap. She’s had Nutella for breakfast every day this week, and suddenly she’s pointing to the bread–challah–and saying “I wan’ toast with challah.” I pushed, gently. This is the challah, I reminded her, knowing she knows that. Challah is one of her very favorite things. She paused. She looked blank and a little worried. She knew she’d forgotten the word. I just waited. Honestly, I didn’t know what, if anything, I should do–and then she caught sight of the jar. “Nutella!” she yelled.
I have no idea what, if anything, that little vignette indicates.
I don’t know what it means that she lets so much language rush over her–if she’s not tuned in, she’s seriously hearing NOTHING that’s said around her. But she’s come so far in the past few months. She’s trying to make jokes and solve riddles. She talks to strangers–and they understand, even before I’ve repeated her words (as I so often do). She is expressing emotions and thoughts and ideas that she would never have even bothered with not too long ago, because the words were just too hard.
She’s sounding out words to spell, although not yet to read–which is exactly how two of my other kids began reading. She can write “DOG” without help, but not yet read it. She knows all of her letter sounds.
But then, there are these gaps. I don’t want to make too much of them. I don’t want to make too little of them. I guess we’ll wait until speech therapy etc. resumes in the next week or two and see what they think there.
I haven’t really explored what kinds of therapy the state will give her once she’s out of her preschool/kindergarten. One issue is that our kids go to the “independent” school instead of the “public” school (and “the” is right in both cases–there’s only one of each) because of some issues with one of the other kids, long ago. I don’t know how that affects things. I also don’t know how it will play out. Rory seems right on target reading-wise for K. She has basic preschool math skills–weak, but not nothing. And she just seems so bright and “on.” But our independent school isn’t exactly known for its ability to handle kids with any needs beyond moving up a year in math. That doesn’t mean they can’t. It means I’m not sure, and I’m loathe to bring it up and maybe create a problem for Rory where there isn’t one, if you know what I mean. What if I say, I’m worried–and they mark her as a kid to worry about?
It’s always our philosophy to assume that things will work out for the best in the end, and that interference is not something to rush into. (Rob says “it’s not a problem until you make it problem.”) Of course, we’ve already taken action. She’s getting good services. I think they’ve “labeled” her disorder only so that they can be sure to get her the service she needs–they don’t limit their therapies to one thing or another, I know.Â I’m confident she’s in good hands this year, but you all have made me even more aware that I need to get up to speed on where it goes from here.