I watch my 5-year-old at Jr. Congregation on Shabbat,
and I am amazed. Here, in a small room with children, songs, and a
teacher he knows and loves, he is comfortable and in his element. He
participates, and more than that, he wants to be a leader, a teacher,
and a student. He runs onto the
bimah in the sanctuary for
Adon Olam, and he thinks he’s leading the congregation.
Witnessing my son’s emphatic participation is huge. He was first
diagnosed as being on the autistic spectrum at 2 years old. Thanks to my
husband and sisters, who insisted he be evaluated on the early side, he
has benefited from four years of intensive therapy with dedicated and
talented therapists and teachers and has made astounding strides.
Still, what comes easy for his peers (social and play skills, trying
new things, transitioning activities, appropriately expressing and
tempering emotions) is difficult for my son. For example, he rarely
initiates play and conversation with children his age, preferring to
talk to his teachers or other adults in detail about topics other
5-year-olds generally do not find interesting, like geography and maps.
He craves predictability, and is often anxious about new things, wanting
to see in advance pictures or videos of places we are going to or
things we are doing. He still struggles with sudden changes in his
schedule.
Something that is not difficult for him? Being Jewish. Like many
children on the spectrum, my son has developed strong interests in
certain things–Judaism being one of them.
I did not worry about his place in the Jewish community when he was a
toddler. But now, as he gets older and social demands and expectations
increase alongside his interest in all things Jewish, I am anxious about
what the future holds for him and what he wants to learn–where does he
and other children with different learning needs fit in when it comes to
our Jewish community?
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