Avner would become mute and disconnected from everything else around him. On one occasion, he left the Scout House to sit on a bench outside. When our Scoutmaster, Crill and I tried to speak to him, he refused to acknowledge us. I tried to get him into my car at the end of the meeting. Instead, he got up and started walking towards home, only a mile away. I called Barbara from the Scout House to let her know that Avner was walking home. He walked past her which worried us both, but eventually turned around and came inside.
Still the attitude grew darker. Avner gravitated to violent video games. In fact he had migrated away from the social games that he played with friends at school. He was turning morose and there wasn’t a ready explanation, except adolescents. Everything that we thought we saw could be explained by teenage hormones or frustration with school work.
Since he enrolled in the GED program through Leon County Schools, we assumed that his successful completion of the program and subsequent college enrollment would have triggered some kind of notice to the school system that he was done. Finished. Complete. Resolved. Ended. Concluded. The chapter has been closed.
Avner faced a number of challenges in school. By the time that we finally secured his individualized education plan, more commonly known as an IEP, he was in third grade. Avner received a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and Asperger’s Syndrome, now classified under the larger umbrella of Autism Spectrum Disorder (ASD). He was classified as twice exceptional, meaning that he also tests with a gifted IQ. Some