Some teachers just have a knack for working with autistic children. Other teachers do not have it.
Temple GrandinRead
There needs to be a lot more emphasis on what a child CAN do, instead of what he cannot do.
Interpretation
Focus on the abilities of children rather than their limitations.
Temple Grandin emphasizes the importance of highlighting a child's strengths instead of their weaknesses. This perspective fosters a more positive environment where children can thrive and reach their full potential, encouraging educators and parents to nurture what children can accomplish rather than dwelling on what they cannot do.
In practice
During a teachers' meeting, a speech emphasizing the importance of recognizing children's strengths can motivate educators.
Some teachers just have a knack for working with autistic children. Other teachers do not have it.
Language just gradually came in, one or two stressed words a time. Before then, I would just scream. I couldn't talk. I couldn't get my words out. So the only way I could tell someone what I wanted was to scream. If I didn't want to wear a hat, the only way I knew to communicate was screaming and throwing it on the floor.
If you have a 2 or 3 year old who is not talking, you must start an early intervention program. The worst thing you can do with an autistic 3 year old is to do nothing.
I strongly recommend that students with autism get involved in special interest clubs in some of the areas they naturally excel at. Being with people who share your interests makes socializing easier.
What would happen if the autism gene was eliminated from the gene pool? You would have a bunch of people standing around in a cave, chatting and socializing and not getting anything done.
I don’t want my thoughts to die with me, I want to have done something. I’m not interested in power, or piles of money. I want to leave something behind. I want to make a positive contribution - know that my life has meaning.
I lived in a plenty tough neighborhood. When somebody called me a 'dirty little Guinea', there was only one thing to do-break his head. When I got older, I realized that you shouldn't do it that way. I realized that you've got to do it through education. Children are not to blame. It is the parents. How can a child know whether his playmate is an Italian, a Jew or Irish, unless the parents have discussed it in the privacy of their homes.
I don't see why a book shouldn't be intellectually sound, entertaining, and fun to read. Historians who write academic history, which is unreadable, are basically wasting their time.
Public libraries have been a mainstay of my life. They represent an individual's right to acquire knowledge; they are the sinews that bind civilized societies the world over. Without libraries, I would be a pauper, intellectually and spiritually.
Whoso neglects learning in his youth, loses the past and is dead for the future.
You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught.
If you don't hit a newspaper reader between the eyes with your first sentence, there is no need of writing a second one.
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