Our youngest son Julius was diagnosed with severe autism a month after his second birthday in March of 2006.  At the time Julius had no appropriate play skills, was non-verbal, showed no affection towards others, and cried a lot due to sensory overload. He spent most of the day spinning the wheels on his cars over and over or staring at ceiling fans and flapping his hands.  We weren’t given any hope for him and we were terrified of what the future would hold for him.

After doing some research on the Internet I learned of many therapies out there that had helped children with autism.  One of the therapies was Applied Behavioral Analysis, and I learned this was one of the best ways for these children to learn.  I learned also that with the right therapies and early interventions these children could thrive and become productive citizens.  I also learned how important interaction with typical peers was for these children and knew this is what I wanted for my son.

My husband and I toured the public school system when Julius was three and learned that they did not teach using ABA nor did they integrate the more severe autistic children with the typical students.  We were shown an “autism unit” that was busy with many other severe children and very little staff to handle them.  We were told he could not be integrated with the other developmentally delayed children in that Exceptional Learning Program because they said he was not high-functioning enough to tolerate that classroom. We left there feeling very depressed and worried for our son.

We then found out about Sydney’s School through the autism community and heard that not only did they integrate the autistic and typical kids together but they also taught using ABA.  We promptly put him on the waiting list and finally got the call that he could start in the fall of 2007.

Julius had a rough start at first because it was all very overwhelming for him, but the staff was incredible and so patient with him and they gave him the attention and compassion he really needed at that time.  The typical children were great role models for him and he learned so much from them as well.  I never, ever had to worry about my son while he was there because I knew what a fabulous staff they had and that everyday he was learning more and more.  The staff always took the time to write very detailed notes about his day and I always felt very informed about how he was doing.

Julius spent 2 very wonderful years at Sydney’s School and made many, many friends.  He is now a very verbal, loving, and affectionate, as well as very social child.  If it weren’t for this school that was willing to work so intensely with a severely autistic child, our son would not be where he is today.  Because all of the great progress he made there I was able to integrate him into a regular Kindergarten classroom in the public school system this year.  This is something that seemed impossible when he was diagnosed 3 years ago.

Our son is proof that with the right interventions these children can thrive and get better.  Julius is reading and writing right along with his peers without the help of an aide. There is just one teacher and 17 other children in his class and he has made many friends there as well.  His teacher is shocked that he hade such a grim diagnoses 3 years ago and believes Sydney’s School is responsible for his successful outcome.  Today he came home and performed the songs and hand movements they were practicing for the Thanksgiving program and I cried because I remember being told he might never talk!

We are eternally grateful to Sydney’s School and feel so fortunate that this school was there for us.  I feel that all children with autism deserve this type of early intervention and hope that one day Sydney’s School will be able to service all children in the Tampa Bay area.

Julius, now at age 5, is happy and well adjusted!

Emily

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