Chap. 59 Summary: Christopher is detailing how confusing it is when people tell him what to do-for example, “Keep off the grass,” but then not telling which area of the grass exactly. He feels relieved with the way Siobhan understands him and gives very exact directions on what it is he is allowed to do. She gives him a strategy, for example, that if someone hits him, he is to move away and stand still and count from 1 to 50, then come and tell her what has happened. Next Christopher has more detective work sneaking into the backyard of his neighbor and looking in the windows of her garden shed. Mrs. Shear’s then had to threaten Christopher that she would call the police again for him to go home. Christopher returned home and didn’t tell his dad what he had been up to.
Application: Very explicit directions are comforting to our students that don’t understand abstract language or indirect messages J
Chap. 61 Summary: Christopher is imagining that because his mother was cremated, he sometimes looks up into the sky and thinks that there are molecules of his mother in clouds over Africa, or coming down as rain in Brazil, or in snow somewhere. He doesn’t understand this concept of heaven that people have tried to explain to him, but he does thoroughly understand the process of decomposition and what happens to people who are buried.
Application: Further confirmation of how easy it is to imagine the concrete and real for Christopher. Also, in this chapter, you can see how overfocused Christopher is on what people wear and how they smell J
Chap. 67 Summary: It’s Saturday, and Christopher’s dad is watching England play Romania at football on the TV, so he decides to do more detective work to find out who killed Wellington the dog. He talks about how this is brave for him, because he doesn’t like talking to strangers. It takes him a long time to get used to new staff members at school, and he won’t talk to them for weeks and weeks until he knows they are safe. Once he learns about if they have pets, or what there favorite color is, and draws a plan of their house, and asks them what kind of car they drive, he doesn’t mind being in the same room with them.
As Christopher goes on his neighborhood investigation, he has a couple conversations, and one longer conversation with a nice older lady who wants to bring out a snack to him. She offers many different snacks to him, but he ends up rejecting several of the offered food items because of their color. When Mrs. Alexander goes into the house to get snacks, Christopher ends up leaving because he was worried she might be calling the police. As he was walking away, he had a Chain of Reasoning inside his head, which left him with the notion that Mr. Shears may be his prime suspect in the murder of Wellington.
Application: To see how difficult it was for Christopher to eat things that were a certain color was enlightening. I never had thought that the strange eating habits I see with students that have autism, could be related to color! I always just thought it was the texture and taste they didn’t like and had never even thought it may be the color, or the fact that it was touching another food item
— Holly Porter