by Suzie Chafin
When my identical twin boys turned two, I suspected they were speech delayed. “That’s okay,” I told myself, “They are twins – it’s normal. They’ll catch up.” By 2 1/2 they talked in very simple 2-3 word combinations. My pediatrician said, “No need for concern as long as they are talking in 2-3 word combinations.”
But more often than not they talked in 1-2 word combinations and the words they used were very simple. When we would listen to other two-year-olds, we knew that our boys weren’t where they should be. Yet, Jon was talking more and his vocabulary seemed to be growing. James too was making progress, but not at the same rate. My sister, a speech pathologist, encouraged me to seek help. “Call Early Childhood, Suzie. Get an evaluation. What do you have to lose?” But I hesitated. My pediatrician said they were fine. I was busy. I was apprehensive about labeling them “special needs.”
As the boys approached their 3rd birthday my sister came to stay with us for a visit. This time she was not so gentle. “Suzie, the boys need to have an evaluation. You have GOT to call.”
I quickly contacted the pediatrician who gave me the local Early Childhood Intervention phone number. Because the boys were approaching their third birthday they referred me directly to the school district. We are fortunate to live in a district with an excellent special needs program. The process was surprisingly easy. Jon and James were evaluated separately and thoroughly enjoyed the process. While they are identical twins, their speech development is not. Jon was too verbal to qualify for therapy. James, our quieter, smiley, more affectionate twin qualified for a “communication classroom” two hours a day, three times a week.
For the first time in their lives they faced separation. I debated sending James, wondering if I would do more harm than good by separating them. “He won’t understand why he has to go and Jon doesn’t,” I lamented. The first day was the toughest. James cried because Jon wasn’t going with him. After picking James up from school, Jon immediately ran up to James and said, “James you miss me?” To which James answered a big and sorrowful “Huh huh” (meaning yes) and they embraced for several minutes right in front of the Maggie Moo Ice Cream Store.
While we approached the therapy with mixed emotions we can already see the benefits. In a few months, Jon will join James at the pre-school as a peer based student. Though they will not be in the same classroom, perhaps James will have the comfort of knowing Jon is at the same school. James is learning everyday that he doesn’t have to “lean” on Jon for his words and his companionship. I was right about them catching up. They are catching up; I just needed some help getting them there.
More resources on speech delays:
- Identifying speech delays in multiples
- How to Get Help
- Ways to Enhance Speech Development
Suzie Chafin is a Dallas, Texas mom of four children, including identical twin boys. She writes and lectures about family topics such as postpartum depression, managing multiples and Christian parenting. She can be reached at suzie@novocoat.com.
