Chapter summaries This Could Be Us Kennedy Ryan

This Could Be Us Chapter 1: Author’s Note – Summary and Analysis

⚠️ Spoiler Warning: This guide contains detailed spoilers for the entire novel. Proceed only if you've finished reading or are comfortable knowing the plot.

Summary

Kennedy Ryan opens This Could Be Us by explaining that parts of this story have been both written and lived over the last twenty years. The inspiration stems from her son, who was diagnosed with autism as a child. Now a tall young man, he is described as a “gentle giant” who communicates compassion and curiosity without many words. Ryan acknowledges that autism is a wide spectrum, ranging from individuals requiring high support (like her son) to those who appear more independent. She shares her hesitation in writing about autism, fearing she might get it wrong despite having written other stories outside her lived experience. Ultimately, the desire to portray Soledad’s passion for her children, including twin boys on the spectrum, pushed her to proceed. Ryan interviewed autistic people and parents to capture diverse experiences. She explains her choice of the term “autistic” rather than “having autism,” and notes her use of clinical levels (1 and 3) as part of official diagnoses. She extends grace to all readers navigating autism and expresses hope that the twin boys will be received with compassion. The note also warns that the story includes discussion of a parent’s death (past, off-page) and cancer.

Key Events

  • The author reveals that aspects of the story have been twenty years in the making, shaped by her personal life.
  • She introduces her son, whose autism diagnosis and characteristics inspired the portrayal of the twin boys in the fiction.
  • Ryan describes her initial reluctance to write this story due to fear of misrepresentation.
  • She explains the research process: interviews with autistic individuals and parents, alongside the use of sensitivity readers.
  • The author clarifies her language choice (“autistic” vs. “having autism”) and the use of clinical level classifications.
  • A content warning is provided for themes of parental death and cancer.

Character Development

Since this is a nonfiction Author’s Note, the only “characters” discussed are real people:

  • Kennedy Ryan (author) – She reveals herself as a parent of an autistic child, a researcher, and a writer committed to respectful representation. Her voice is vulnerable and grateful toward the autism community.
  • Ryan’s son (inspiration) – Described as a mold-breaking, kind, curious young man with high support needs, who rarely uses words but speaks through his life. He is the emotional foundation for the twin boys readers will meet.
  • Autistic community members (collective) – Presented as individuals whose experiences were sought during interviews, though no specific names are given.

No fictional characters are introduced in this chapter, but the author’s son is the prototype for the protagonists’ qualities.

Themes, Symbols, and Motifs

  • Representation and Responsibility – The central theme is the author’s commitment to portraying autism with care. Ryan’s fear of “getting it wrong” underscores the weight of responsible storytelling.
  • Spectrum as a Symbol – Autism as a spectrum is used not just clinically but as a symbol of diversity in experience and identity. Ryan insists every point on that spectrum deserves respect.
  • Motherly Love and Advocacy – The note foreshadows Soledad’s fierce love for her children, mirroring Ryan’s own advocacy for her son.
  • Choice of Language – The preference for “autistic” is a conscious motif reflecting the ongoing debate in the community and the author’s intent to honor self-identification.
  • Grace and Hope – Repeated words like “grace,” “seen,” “respected,” and “hopeful” form a motif of empathy that will likely carry through the novel.

Why This Chapter Matters

This Author’s Note is not a typical chapter, but it is essential for several reasons:

  • It establishes the author’s credibility and authenticity in writing neurodivergent characters, grounding the fiction in lived experience.
  • It provides a roadmap for the reader’s expectations, especially regarding the twin boys and Soledad’s storyline.
  • It humanizes the storytelling process, reminding readers that behind every character is a real person’s story.
  • The content warning allows readers to approach sensitive material with awareness.
  • The note fosters a relationship of trust between author and reader, which enriches engagement with the novel.

For anyone studying or analyzing This Could Be Us, this chapter is the key to understanding the intentionality behind the autism representation. It answers the question “Why does this story feel so carefully crafted?” before the story even begins.

Study Questions and Answers

1. Why did Kennedy Ryan wait twenty years to write a story featuring autistic characters?
She felt intimidated because autism is part of her daily life as a parent. She worried about misrepresenting the community even though she had written outside her experience before. Only when she developed Soledad’s character and the role of the twin boys did she feel ready to approach the topic with the necessary research and sensitivity.

2. What does the author mean when she says “his life speaks”?
In the context of her son, who does not use many words, Ryan means that his actions, kindness, and curiosity communicate who he is. His existence and personality “speak” louder than verbal language, which informs how she writes nonverbal or selectively mute characters.

3. How does Ryan handle the debate over person-first vs. identity-first language in the novel?
She makes a deliberate choice to use “autistic” (identity-first) throughout the story. She acknowledges that others may prefer “having autism” (person-first) and respects that choice. The decision is part of capturing the clinical classification (Level 1, Level 3) when those terms are part of formal diagnoses, not as a general descriptor.

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