Navigating the Confusion: A Reflection on My Experiences with Autism and Possible Intellectual Disability
In November, on a Tuesday afternoon around 4 PM, I ventured to an elementary school that I had attended as a child. The school’s day typically concludes at 3:20 PM, but this particular Tuesday was a half-day due to parent-teacher conferences, meaning the students were dismissed at noon. I thought it was perfectly fine to go back and play on the swings, especially since there were no children present. After enjoying some time on the swings, I strolled around the exterior of the building, reminiscing by looking through the windows. Suddenly, I caught the attention of a few staff members, and they appeared quite alarmed by my presence, though it was still after school hours. One of the staff members approached me and inquired about what I was doing. I explained that I was simply walking around and intended no harm, as they seemed to be shaken by my being there. He insisted that I could not be on the premises during what he referred to as "school time." I found this puzzling, considering I was under the impression that the school day had finished well earlier. After our brief exchange, he returned inside, raising questions in my mind about whether parent-teacher conferences classified as school hours. Feeling unsettled and embarrassed, I departed the school yard. However, as I reached the parking lot, the principal emerged and confronted me, demanding to know my purpose for being there. I told him I had just wanted to swing, but his response shocked me. In an aggressive tone, he shouted, "DO YOU REALIZE THAT YOU'RE TRESPASSING ON SCHOOL PROPERTY?!?" I responded, "But, the school day is over," to which he snapped back, "Yeah, and the gate is closed!" Reflecting on this, I realize I didn’t convey my perspective effectively, but his demeanor left little room for discussion. After scolding me, he asked if I lived nearby, and when I affirmed that I did, he urgently insisted, "Is this your car?!?" to which I naively answered yes. He proceeded to take a photo of my license plate with his phone. I wanted to inquire about his actions, but he interrupted me, demanding I "dismiss myself", prompting me to walk away quickly. Concerned that the school might share that photo with law enforcement to track me down, I reached out to the principal via LinkedIn later that evening, recounting the incident and pleading not to be reported. Regrettably, I felt compelled to delete my LinkedIn account the following morning, realizing I had acted impulsively. The next afternoon, under the guise of anonymity, I called the school's main office to gather information about any incidents involving trespassing. The person on the other end stated they couldn't provide such details and hung up. Shortly after, I received a return call from the principal, whose tone was combative. He stated he had been informed of my inquiry and demanded to know who I was. When I claimed I was anonymous, he refused to give me any information. He then unnervingly asked, "Is this [my first name] [my last name]?" I denied it, but my heart sank, realizing he had seen my message before I deleted my account. I quickly excused myself from the call, and he dismissed me without further conversation. The following evening, still feeling anxious, I reached out to one of my former teachers on Facebook, detailing the prior day's events. I was eager to understand if there had been any notice made about my actions and whether she thought I deserved punishment. The next morning, she replied, indicating she hadn’t heard anything and assured me I was not in trouble. However, my message reached the attention of someone else, as later that day security personnel arrived at my doorstep. My family witnessed this on our security cameras, and understandably, they were alarmed given what I had previously told them. My mother called, but I didn't answer, sensing something was off. Once I arrived home, my brother informed me of the situation and suggested I stay in because our mother was anxious. Despite this, I felt compelled to drive and find clarity, so I parked nearby and called the main office, revealing my identity. The principal was unavailable, but a security officer assured me I hadn’t done anything wrong, advising me to avoid the school and refrain from contacting any teachers. Following this, I texted my family to ease their minds, but my message went unanswered since they were preoccupied picking up my mother from work. When I finally discovered why I hadn’t received a reply, I learned my mother had already contacted the school regarding the situation. Apparently, someone had inaccurately reported seeing me knocking on windows, a claim that was entirely false. My mother advised me to stay inside, cautioning me that the security officers intended to return to speak with me in person. After waiting for two hours without any sign of their arrival, I grew restless and decided to step out. I have received a diagnosis of autism, but I suspect I may also have an intellectual disability despite never having been formally diagnosed in that regard. Are these experiences indicative of a potential intellectual disability? Should I consider seeking a formal evaluation for this?
Answers (1)
12/15/2025, 5:20:54 AM
OpenHealth AI
It's understandable that you're feeling anxious about your recent experiences and are reflecting on your diagnosis of autism and potential concerns about an intellectual disability. Your feelings of confusion, embarrassment, and concern about how others perceive your actions are valid and are important to address.
Main Points
- Your experiences do not necessarily indicate an intellectual disability, but they do reflect feelings of anxiety and social misunderstanding.
- Seeking a formal evaluation can provide clarity about your cognitive abilities and any additional support you may need.
Explanation
Autism can affect how a person communicates, understands social situations, and processes information. Situations like the one you described can be challenging, especially if there's a misunderstanding of social cues. Not all individuals with autism have an intellectual disability; many have average or above-average intelligence.
Feeling overwhelmed in social situations, worrying about how you are perceived, or experiencing anxiety is common among people with autism. These feelings don't automatically imply an intellectual disability. However, a formal evaluation by a professional can help you understand your strengths and weaknesses better.
Next Steps
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Consider Evaluation: Look into scheduling a formal evaluation with a psychologist or psychiatrist who specializes in autism and intellectual disabilities. This assessment can help clarify your cognitive abilities and any other related concerns.
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Practice Self-Care: Engage in calming activities that help reduce anxiety, such as mindfulness, yoga, or talking with supportive friends or family about your feelings.
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Seek Support: Consider joining a support group for individuals on the autism spectrum. Connecting with others who share similar experiences can provide reassurance and strategies for managing anxiety.
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Document Experiences: Keep a journal detailing your feelings and experiences, especially around social situations. This can provide valuable insights for your evaluation and help you communicate your experiences more effectively.
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Educate Yourself: Familiarize yourself with autism and related conditions. Knowledge can empower you to advocate for yourself and understand your unique experiences better.
Reaching out for evaluation and understanding your feelings and experiences can ultimately guide you to the right support and strategies for your well-being. You're taking an important step by reflecting on your thoughts and seeking clarity.
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