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the spring we saw him perform in a mock wedding with the other students. The class had worked with consonants and vowels; supposedly, consonants were male and vowels female. The bride was Ms. U and the groom was Mr. Q. Keaton was Mr. D, daddy of Ms. U. He handled his part well; he was beginning to enjoy performing “on the stage”. During the summer following the completion of Keaton’s first grade the family moved to Lexington for his father to take a position with Virginia Military Institute. Keaton began the second grade there and remained to complete three years of school. In Lexington his parents encountered some difficulty getting the exact help Keaton needed. The necessity of providing people to comply with the support called for in Keaton’s Individual Educational Program was slow to materialize. The information found in his IEP came from educators and psychologists. Basically his IEP called for “least restrictive environment.” The school intended to place Keaton in a Special Education Class. After the school staff understood his needs, Keaton was given an aide all day and was placed in regular classes. With an aide Keaton was able to have more freedom of movement. His apparent lack of interest in some of the classroom activities was not as disruptive to the teacher or to the other students. The aide was able to involve Keaton in acceptable activities of interest to him and at the same time teach him. The understanding of autism remained vague as was the experience to know how to work with persons with autism. Keaton had an occupational and a speech

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