![]() Teachers and caregivers need to find that line to guide the child into reality.Īs children with autism develop speech, Grandin says that teachers need to understand when students are thinking by association. “When my speech therapist held my chin and forced me to look at her, it jerked me out of my private world…Almost half of all very young children with autism respond to gently intrusive programs in which they are constantly encouraged to look at the teacher and interact.” (pages 52, 53) But if instructors intrude too much, children may turn off or tantrum. They also knew that Grandin needed to be part of the public world. The teachers who were helpful – and her parents – acknowledged that she needed to withdraw. When Grandin was very young, her repetitive behaviors insulated her from an over-stimulating world. ![]() Her behaviors included repetitive motions, avoiding eye contact, and seeking ways to squeeze her body for comfort. She describes her education, which included teachers who were intolerant of her autistism-caused behaviors and teachers who showed her how to use those behaviors to help people and animals. In the book, Grandin describes her way of thinking, which is visual and non-linear, and how she adapts to the non-autistic world, which is usually verbal and linear. I just read Thinking in Pictures by Temple Grandin (1995). ![]()
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