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As parents of twin boys, Chad and I naturally became hyper focused on everything our sons did or did not do. Although experts say that one should not compare children, it seems exceedingly difficult not to when you have twins of the same gender. As we saw Zach and Zain grow and play, we began to notice that although there were many similarities, it was evident that our two babies were not developing the same. While Zach had started reaching all of his developmental goals and was constantly babbling, Zain had milestone delays and stopped vocalizing at a very early age.
My background is in counseling psychology and as a part of my master’s program, I researched and studied psychological disorders, including autism. In fact, one of my master’s theses was on autism and it gave me the insight and hyperawareness of signs and symptoms exhibited by children with autism spectrum disorder (asd). I began keeping an eye on the seemingly small developmental delays that Zain was experiencing. By the time he was 14 months old, I knew that we needed to have him seen by a developmental pediatrician for further assessment. While Zain was not officially diagnosed with autism until the age of three, it was extremely helpful to have extra support and related services put in place for him before the official diagnosis.
As parents of twin boys, Chad and I naturally became hyper focused on everything our sons did or did not do. Although experts say that one should not compare children, it seems exceedingly difficult not to when you have twins of the same gender. As we saw Zach and Zain grow and play, we began to notice that although there were many similarities, it was evident that our two babies were not developing the same. While Zach had started reaching all of his developmental goals and was constantly babbling, Zain had milestone delays and stopped vocalizing at a very early age.
My background is in counseling psychology and as a part of my master’s program, I researched and studied psychological disorders, including autism. In fact, one of my master’s theses was on autism and it gave me the insight and hyperawareness of signs and symptoms exhibited by children with autism spectrum disorder (asd). I began keeping an eye on the seemingly small developmental delays that Zain was experiencing. By the time he was 14 months old, I knew that we needed to have him seen by a developmental pediatrician for further assessment. While Zain was not officially diagnosed with autism until the age of three, it was extremely helpful to have extra support and related services put in place for him before the official diagnosis.
Since the day autism and asd became a part of our family’s vocabulary, Chad and I have been looking for ways to not only improve the quality of life for our son Zain, but also any other child or family going through the same “reality” as us. We see the potential for growth and learning our son has and want to continue to support him in every capacity. Although Zain continues to primarily communicate nonverbally, with years of in-school and private speech therapy, Zain has learned to communicate in a more effective way using different speech tools.
We realized through our own experience that families of individuals with autism face added financial burden in order to properly support the growth of their loved one. Zain and his challenges have inspired us to look beyond our family and try to make a real difference in the world of autism. We are fortunate enough to implement whichever therapy or private education we deem appropriate for Zain, but that is not the case for many families.
Our son Zain started education through early childhood intervention (eci) at our local public school district. With an Individualized Education Plan (IEP) developed through the district, he began attending classes that were in place of preschool at the elementary school. Watching Zain just “exist” in a multi-disability classroom where the teacher and her one helper went around putting out fires with students who were needier, we knew that this was not an optimal learning environment for our son’s education.
As we withdrew him from the public school’s eci program and placed him in fulltime Applied Behavior Analysis (ABA) program, we started to consider private school options for Zain. As we researched the options around us, we realized that most of the non-public, specialized schools for autism are far away from Annapolis and its surrounding areas. That was the beginning of our desire to create a school of our own in the area where it can help many families whose children are not being properly supported by their local school districts. We decided to name the school for our son, our inspiration, Zain Kamran Otinger.
Since the day autism and asd became a part of our family’s vocabulary, Chad and I have been looking for ways to not only improve the quality of life for our son Zain, but also any other child or family going through the same “reality” as us. We see the potential for growth and learning our son has and want to continue to support him in every capacity. Although Zain continues to primarily communicate nonverbally, with years of in-school and private speech therapy, Zain has learned to communicate in a more effective way using different speech tools.
We realized through our own experience that families of individuals with autism face added financial burden in order to properly support the growth of their loved one. Zain and his challenges have inspired us to look beyond our family and try to make a real difference in the world of autism. We are fortunate enough to implement whichever therapy or private education we deem appropriate for Zain, but that is not the case for many families.
Since the day autism and asd became a part of our family’s vocabulary, Chad and I have been looking for ways to not only improve the quality of life for our son Zain, but also any other child or family going through the same “reality” as us. We see the potential for growth and learning our son has and want to continue to support him in every capacity. Although Zain continues to primarily communicate nonverbally, with years of in-school and private speech therapy, Zain has learned to communicate in a more effective way using different speech tools.
We realized through our own experience that families of individuals with autism face added financial burden in order to properly support the growth of their loved one. Zain and his challenges have inspired us to look beyond our family and try to make a real difference in the world of autism. We are fortunate enough to implement whichever therapy or private education we deem appropriate for Zain, but that is not the case for many families.
Our son Zain started education through early childhood intervention (eci) at our local public school district. With an Individualized Education Plan (IEP) developed through the district, he began attending classes that were in place of preschool at the elementary school. Watching Zain just “exist” in a multi-disability classroom where the teacher and her one helper went around putting out fires with students who were needier, we knew that this was not an optimal learning environment for our son’s education.
As we withdrew him from the public school’s eci program and placed him in fulltime Applied Behavior Analysis (ABA) program, we started to consider private school options for Zain. As we researched the options around us, we realized that most of the non-public, specialized schools for autism are far away from Annapolis and its surrounding areas. That was the beginning of our desire to create a school of our own in the area where it can help many families whose children are not being properly supported by their local school districts. We decided to name the school for our son, our inspiration, Zain Kamran Otinger.
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