Jennifer

and that making mistakes is OK and just kind of slowing down their life. So I know I'm not good at many things in my life, but I'm good at that. I'm good at patience and allowing people to be who they are at this moment. And I guess the fact that most people with special needs aren't trying to pretend to be something that they're not.

And I find that to be so refreshing because I could be myself with them and we could both laugh and be vulnerable and just enjoy life at its purest without any kind of superficial nonsense attached to it. Around September, there was an advertisement for a teaching assistant position in a middle school. So I applied for it, and a few days later, the principal called.

And I find that to be so refreshing because I could be myself with them and we could both laugh and be vulnerable and just enjoy life at its purest without any kind of superficial nonsense attached to it. Around September, there was an advertisement for a teaching assistant position in a middle school. So I applied for it, and a few days later, the principal called.

And I find that to be so refreshing because I could be myself with them and we could both laugh and be vulnerable and just enjoy life at its purest without any kind of superficial nonsense attached to it. Around September, there was an advertisement for a teaching assistant position in a middle school. So I applied for it, and a few days later, the principal called.

I got an interview, and he explained to me that there was an eighth-grade student who needed someone to work with her one-on-one, that she was on the autistic spectrum, and needed somebody to help her with her homework, with her classwork, just being there for her throughout the day. So the principal and I walked down to the classroom and I met the special education teacher.

I got an interview, and he explained to me that there was an eighth-grade student who needed someone to work with her one-on-one, that she was on the autistic spectrum, and needed somebody to help her with her homework, with her classwork, just being there for her throughout the day. So the principal and I walked down to the classroom and I met the special education teacher.

I got an interview, and he explained to me that there was an eighth-grade student who needed someone to work with her one-on-one, that she was on the autistic spectrum, and needed somebody to help her with her homework, with her classwork, just being there for her throughout the day. So the principal and I walked down to the classroom and I met the special education teacher.

And I walked around the classroom and then she introduced me to Jamie. When I looked at Jamie, I saw her, she was sitting with the other kids in the class. Eighth grade girl, I think she's like 13 or 14 years old, dark hair, brown eyes, super cute, kind of hunched over. She had her index fingers in her ears, kind of staring at the ground.

And I walked around the classroom and then she introduced me to Jamie. When I looked at Jamie, I saw her, she was sitting with the other kids in the class. Eighth grade girl, I think she's like 13 or 14 years old, dark hair, brown eyes, super cute, kind of hunched over. She had her index fingers in her ears, kind of staring at the ground.

And I walked around the classroom and then she introduced me to Jamie. When I looked at Jamie, I saw her, she was sitting with the other kids in the class. Eighth grade girl, I think she's like 13 or 14 years old, dark hair, brown eyes, super cute, kind of hunched over. She had her index fingers in her ears, kind of staring at the ground.

And the lead teacher introduced me to her, and she kind of looked up at me. She got up. super sweet she gave me a hug and i hugged her back and the lead teacher explained more of the responsibilities she mentioned that jamie was on the spectrum and she also had a neurological condition called apraxia which affected her

And the lead teacher introduced me to her, and she kind of looked up at me. She got up. super sweet she gave me a hug and i hugged her back and the lead teacher explained more of the responsibilities she mentioned that jamie was on the spectrum and she also had a neurological condition called apraxia which affected her

And the lead teacher introduced me to her, and she kind of looked up at me. She got up. super sweet she gave me a hug and i hugged her back and the lead teacher explained more of the responsibilities she mentioned that jamie was on the spectrum and she also had a neurological condition called apraxia which affected her

I guess her tongue, she wasn't able to form words, so she was essentially nonverbal. She could make sounds, but she couldn't form words. She also had apraxia that affected her fine motor skills and her gross motor skills. So she walked kind of with a clumsy gait, and her fine motor skills were affected, like she couldn't hold a pencil, she couldn't button a button, open up a book.

I guess her tongue, she wasn't able to form words, so she was essentially nonverbal. She could make sounds, but she couldn't form words. She also had apraxia that affected her fine motor skills and her gross motor skills. So she walked kind of with a clumsy gait, and her fine motor skills were affected, like she couldn't hold a pencil, she couldn't button a button, open up a book.

I guess her tongue, she wasn't able to form words, so she was essentially nonverbal. She could make sounds, but she couldn't form words. She also had apraxia that affected her fine motor skills and her gross motor skills. So she walked kind of with a clumsy gait, and her fine motor skills were affected, like she couldn't hold a pencil, she couldn't button a button, open up a book.

She was limited in that capacity. The principal and the lead teacher said they thought I was a good fit for her, that they would call me in a few days. And I was hoping I would get the job because I could, you know, as an eighth grade little girl, she probably needed a friend and I needed a friend. I was new to the area, so I was, you know, looking forward to just helping her in every way I could.

She was limited in that capacity. The principal and the lead teacher said they thought I was a good fit for her, that they would call me in a few days. And I was hoping I would get the job because I could, you know, as an eighth grade little girl, she probably needed a friend and I needed a friend. I was new to the area, so I was, you know, looking forward to just helping her in every way I could.

She was limited in that capacity. The principal and the lead teacher said they thought I was a good fit for her, that they would call me in a few days. And I was hoping I would get the job because I could, you know, as an eighth grade little girl, she probably needed a friend and I needed a friend. I was new to the area, so I was, you know, looking forward to just helping her in every way I could.

They offered me the job and I started a few days after that. The lead teacher kind of told me Jamie's typical schedule of the day. You know, in the morning we would be in the special ed classroom to go over morning announcements. And then Jamie and I would walk to her math class. While Jamie was in math, I sat next to her. opened up her backpack, got out her book.