Girl And Her Autism

Once upon a time, there was a girl with autism who lived in a building with houseness in an area with citydom. The girl and her autism lived with her person with motherness and person with brotherness, plus two animals with ferretness. Often, the girl with autism called the person with motherness “Mother,” but we will not do that, because we know that a person with motherness is far more than just her motherness, and she must not let her motherness define her. In fact, a person with motherness may have daughterness in addition to motherness. She may even have sisterness, auntness, grandmotherness, granddaughterness, friendness, occasional-visitor-to-the-local-farmer’s-marketness, and owner-of-a-large-collection-of-keychains-from-various-places-around-the-world-ness. But above all, she is a person, and we will refer to her as such.

The girl and her autism spent her days at an institution that had schoolness but was not defined by its schoolness, accompanied by people who had teacherdom and those on the student spectrum, but who were most certainly not teachers or students – remember, people come first. As is often said, if you’ve met one person with teacherdom, you’ve met one person with teacherdom, and the girl with autism had found this to be the case. Certain people with teacherdom appeared to be interested in subjects with scientificity, while other people with teacherdom preferred topics with languages-that-are-foreign-ism. Of course, this is only further evidence that there is no single kind of teacherdom, which is why we must recognize that a person with teacherdom is far more than just their teacherdom. It is unfortunate that they have teacherdom, but people with scientistness are working on a treatment for teacherdom so that soon, teacherdom will no longer exist, and in the meantime, we will forcefully acknowledge that even though many might say that having teacherdom makes a person less of a person, we don’t think that, which is why we put the teacherdom after the person and never, ever call them a teacher.

At the institution with schoolness, during periods of time with recessdom, the people with studentness entered the area with playgroundhood to play activities with gameness. The girl with autism frequently played with a boy who had a name (but of course, he was far more than just that name). Once, the girl with autism had learned the name of the boy with a name, but she promptly forgot it, telling him that she didn’t see him as a name, but rather, as a person. The boy had a personality with extrovertedness, and he could be said to be on the extroverted spectrum. He enjoyed doing things with playfulness with other people with studentness, and frequently asked other people with studentness to do things with playfulness with him. Fortunately, the people with studentness recognized that the boy on the extroverted spectrum was not defined by his extrovertedness and ought to be treated as a person first, and they reminded themselves that his extrovertedness was not who he was as a person, and therefore refused to tdo hings with playfulness with him. This gave the boy sadness, but it did not make him sad, because even though he had sadness, he was still a person, and we must always remember that.

During those periods of time with recessdom, as the many people with studentness acknowledged that the boy on the extroverted spectrum with sadness was more “person” than “extroverted” or “sad,” the girl with autism enjoyed playing in the area with plants with flowerness. When she was a girl with youngerness, the girl with autism enjoyed pointing to the many plants with flowerness and identifying their colors, but the people with teacherdom quickly taught her that the plants with flowerness are not defined by their shapes, colors, or sizes, and that we can never forget the fact that they are plants, above all. Now, all of the plants with flowerness looked the same to the girl with autism, and she had almost forgotten what that sound with wordness–“color-”meant at all. Sometimes, she gave liquid with waterness to the plants with flowerness, making sure to give amounts with equality to every plant with flowerness, for after all, they were all plants, and they all had to be treated as such. Following this, some of the plants with flowerness received too much liquid with waterness, and others received too little liquid with waterness, and many died. But the girl with autism had contentness, because she knew that even if they had deadness, the plants with flowerness were still plants, first and foremost.

After the time with recessdom and the periods of time with classness, spent in rooms with classroomness at seats with chairness learning about things with educational-value-ness, it was time for the girl with autism to return to the building with houseness in the area with citydom. Many of the periods of times with dayness, it almost seemed to her as though the building with houseness to which she returned was not quite the same as the building with houseness to which she had returned the previous period of time with dayness, but it was still a building first, so she did not mind, and occasionally, she wondered if the person with motherness whom she saw in the building with houseness was the same as the person with motherness she had seen during previous times with dayness, as the person with motherness had hair of a different color and a face of a different shape and a height of a different amount, but the girl with autism quickly put such ideas with thoughtness out of her body part with headness, remembering that all persons with motherness are primarily persons, and that even if the animals to which she returned did not quite resemble animals with ferretness, they were still animals, above all, and even if the person with brotherness did not appear to be the person with the same brotherness or with any sort of brotherness at all, he was still a person, and sometimes the girl with autism even wondered if she herself was the same girl, or rather, the person with girlness, but all persons are persons first and all persons are fundamentally the same and in fact, they are not so much persons as creatures with personness, or rather, organisms with creatureness, or rather, particles with organismness, or perhaps they should just be called particles, because after all, we must never forget that they are particles and that their particleness comes first and if you find this conclusion to be utterly outrageous then please, please, please just call me “autistic.”

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