Some teachers just have a knack for working with autistic children. Other teachers do not have it.
Temple GrandinRead
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.
Interpretation
Encouraging students with autism to join interest-based clubs can enhance their social interactions.
Temple Grandin emphasizes the importance of connecting students with autism to special interest clubs that align with their natural skills. This affiliation not only fosters a sense of belonging but also simplifies the process of socializing by surrounding them with peers who share similar interests, ultimately aiding in their development and confidence in social settings.
In practice
In a school assembly focused on inclusivity, a speaker could use this quote to advocate for autism-friendly clubs.
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.
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 think that autistic brains tend to be specialized brains. Autistic people tend to be less social. It takes a ton of processor space in the brain to have all the social circuits.
What you look for as a reader is somebody who is going to take you and say, 'C'mon. Come into the story. I'm going to show you what there is to see.' The guide who is going to tell you, 'Pay attention over there,' or, 'Do you remember that other thing? Now watch!'
Who has forbidden women to engage in private and individual studies? Have they not a rational soul as men do?...I have this inclination to study and if it is evil I am not the one who formed me thus - I was born with it and with it I shall die.
Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilized by education; they grow firm there, firm as weeds among stones.
One of the issues I kept saying to my students is you have to learn to interrupt. When you raise your hand at a meeting, by the time they get to you, the point is not germane. So the bottom line is active listening. If you are going to interrupt, you look for opportunities. You have to know what you're talking about.
Child hunger and child obesity are really just two sides of the same coin. Both rob our children of the energy, the strength and the stamina they need to succeed in school and in life. And that, in turn, robs our country of so much of their promise.
Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength of the nation.
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