little boy are having a good time.
* * *
—
“I’d like to take Danny to school,” you say to Tim later. “It seems crazy that everyone’s raving about what a brilliant place Meadowbank is, and I’ve never seen it.”
“Ah.” Tim looks wary. “That might be tricky.”
“Why?”
“I should probably have told you last night. But I didn’t want to spoil the mood.”
“Tell me what?”
“The Cullen family has gotten an injunction preventing you from being alone with Danny.”
“Oh, great,” you say bitterly. “So how’s that going to work, with Sian leaving?”
“Well, clearly it wouldn’t. So I’ve asked Sian to stay and continue with what she’s been doing. Just for the time being.” He catches your look. “You said yourself, we need to think what’s best for Danny here.”
It’s on the tip of your tongue to ask Tim why he bothered to give you feelings in the first place, since he seems so intent on riding roughshod over them. But with an effort you manage to contain yourself.
“I guess that’ll be difficult for you,” you say sympathetically. “Having her around, after the way she came on to you. But Danny knows her, and she knows his routine…So we’ll just have to make it work.”
“Exactly,” he says, clearly relieved. “I knew you’d understand.”
* * *
—
You tell Tim you want to see Meadowbank anyway, even if Sian’s taking Danny. You’re not surprised when he says in that case, he’ll come, too.
He drives. You sit in the back, with Danny between you and Sian. To your satisfaction, you find you’re now better at getting communication out of Danny than she is. You don’t kid yourself it’s because you look like his mother. It’s because you’re not human. Your facial expressions change less frequently, and within a narrower range, than a human’s do. Your gaze is steady, without the demanding oculesic interaction others impose. Your body language is so muted, it’s almost silent. You’re as close to being Thomas the Tank Engine as a person can get, dammit.
Really, you’re so right for this family, it’s absurd.
When you get to the school, Danny’s greeted by a support worker and led inside. Sian goes with them.
“Let me talk to the principal’s office,” Tim says to you. “There should be someone who can show us around.”
A few minutes later he comes back with the principal himself. You’re not surprised at that, either. Not many people pass up the chance to schmooze a tech millionaire.
“Rob Hadfield,” the principal says, introducing himself with an ingratiating smile. If he thinks it odd to be shaking a mechanical hand, he hides it well. Probably for the same reason he’s showing you around, you think cynically.
The three of you stroll through a well-lit vestibule.
“Meadowbank is one of only two facilities for autistic learners in the whole of the U.S. where the teaching methods are still based on B. F. Skinner’s original studies,” Hadfield begins, launching into what’s clearly a well-rehearsed patter. “That’s one reason our results are so good. Where most practitioners have watered down their practices to fit in with current trends, our approach is evidence-based.” He leads the way into what looks like an amusement arcade. “This is our Yellow Brick Road area. Students who earn points for good behavior can spend them here. That’s the positive-reinforcement side of what we do.”
There are Xboxes, a brightly colored candy store, even a replica McDonald’s. A single student is playing on an Xbox, his face rigid and expressionless. “Jonathan,” the principal calls. “Say good morning to our visitors.”
The student pauses the game. “Good morning,” he echoes dully. His eyes don’t meet yours, but he waits until you say “Good morning” in return before turning back to his game.
“B. F. Skinner,” you say. “Wasn’t he the rat man?”
“Some of Skinner’s work originated with rat behaviors, yes. He moved on to examining the fundamental drivers of all animal learning. Including human learning.”
You’re walking into an area of glass-walled classrooms now. The rooms are small, no more than half a dozen students in each. All the students are wearing black backpacks—not slung casually over a shoulder, as a normal student might, but fastened across their backs. Danny also has such a backpack, you realize. It accompanies him in the car each day, though you’ve never seen him wear it.
“Is that where they keep their things? Those backpacks?”
Hadfield nods. “And the power supplies for their clickers.”
“Clickers?”
“It’s what the students call their GEDs—their graduated electronic decelerators.”
It’s not a term you’re familiar with. You wait, in the hope it