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The past year, I had the experience to volunteer at Mandy Canfora Valley, the autistic program at my middle school. The program was located in a classroom, and had about ten children in it. Frankly, I was apprehensive at first, because I did not have any experience working with autistic children before. On my first day, I entered the room with two other eighth graders and was warmly greeted by the children. We played Pictionary, a game where a designated person draws on a board and someone else guesses what they drew. It was my turn, and I remember that I drew an apple. One of the kids, named Timothy raised his hand and guessed, “A ball? Hm.. an apple?” When I said “Yes!”, his eyes lit up. The happiness I saw radiating through Timothy’s eyes
Before completing the assignment of reading “Thinking in Pictures,” by Temple Grandin, I did not have much knowledge about autism. My only understanding was autism was some sort of neurological disorder that is seen similar to mentally handicapped individuals to someone with little understanding, like myself. I am very thankful to have been given an assignment like this one that gives me more knowledge of something I should already have in my line of work (though I am sure that was the whole purpose of the assignment, to educate the ignorant). I now have a better understanding of the cause, learning process and functioning of different levels of this defect.
The video begins by introducing a revolutionary new possibility in the understanding of what autism is and how to approach those persons afflicted. Through a technique called "facilitated language" many autistic children were seemingly freed from the inability to communicate. Many were able to "speak" freely through a letter keypad with the help of a facilitator or guide. There are stories upon stories of success - of students, teachers, families, etc.
Although my aunt is not a psychology professional, her hands-on experience with my cousin exemplifies her knowledge of his disorder and ability to care for him. Her strength and aptitude accompanied by my cousin’s optimism inspired me to learn more about the human mind and how it works. Along with my involvement in “Best Buddies” in high school, I frequently was exposed to other types of mentally challenged students that had autism, Fragile X syndrome (FXS), cerebral palsy and ADD/ADHD. Best Buddies is an international organization that creates one-to-one friendships between individuals with or without intellectual and developmental disabilities (IDD); that offers social mentoring and provides an improvement in the quality of life to the special needs population (Best Buddies International, 2017). Our organization would sponsor activities such as dances, after school activities, and provide tutoring.
In Thinking in Pictures: My Life with Autism By Temple Grandin, the center of novel surrounds Grandin’s life and how autism impacted her career at a very young age. The book includes references to extensive reviews of research pertaining to effects of autism and possible treatment options. Grandin (2006) articulates how the word “autism” still conveys a fixed and dreadful meaning to most people (p.1). Therefore, she was able to embrace her visual ways of thinking, ultimately being an inspiration to others. With insight from her personal experience, readers have a better understanding of what is like working with individuals who have physical impairments. However, this paper will focus on how Grandin’s autistic ability affected her relationships
My People with Disabilities Single Story Narrative In 6th grade, I remembered seeing the ambulance outside the windows of my elementary school. I was in the classroom when there was a rush of EMTs entering the building. Students all started to run towards the door, including me, but were told to get back to our seats. Throughout the day, I was wondering who might have gotten hurt while praying it wasn't my sister or brother.
An intellectual college student, who attends Lipscomb University explains the challenges and obstacles that students with disability encounter in school. I interviewed Rudy Castillo, who was detected with autism at the age of three to discuss his personal experience. This student as any other played sports throughout middle and high school but also was bullied by others. Rudy’s story explains his journey about overcoming the struggles that autism presents. After all, Rudy’s plan is to help others understand his disability and encourage those with autism to embrace their abilities. Through the support of his family, Rudy Castillo received help from a specialist in Guadalajara, Mexico.
Somebody Somewhere offers a rear glimpse of the world of autism—from within. Australian born Donna Williams was diagnosed as psychotic at the tender age two, later as deaf, and ultimately as autistic; “Autism had had me in its cage for as long as I had ever known” (p. 5). In her book she describes her escape from “my” world, into “the” world. She talks about “picking up the pieces after a war” and “learning how to build somewhere out of nowhere and a somebody out of a nobody” (p. xi); yet she has something for everyone: “within each of us there is a stranger (or strangers) lurking in the shadows of our subconscious minds” (ibid). The author
Autism is something to embrace, not conquer” (211). But sometimes the message of hope. love, and struggle can best be understood from the lips of a child. In an article written by nine-year-old Joey Cariello, he simply stated: “I try to be the best brother I can. (I like him just the way he is even though he has autism)”
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
Among the procured experiences, I was grateful to be involved in family therapy for children with autism. Additionally, I worked for children with autism, and I once again came up with different psychological strategies to make improvement in their lives and to enhance the overall perception of people toward autism. I realized the great role of family therapy and the importance of the family of a person 's mental
In middle school I was diagnosed with a disability with the way I expressed myself through writing. Ever since, I have gained multiple values and learned several lessons about self confidence. I was taught to push past my limits, in order to be successful in reaching my goals along with my dreams. Today I am a senior in high school who was once thought to struggle, but was able to succeed beyond expectations. To some, a disability may seem like a setback from achieving goals, but to me I used it as a challenge for myself. I accepted myself for who I was and looked at my disability as a unique trait of mine. I was able to provide a message to others that anything you set your mind to is possible with dedication and hard work. It might take
I have a personal connection to autism. I have been a paraprofessional in an autism program for 3 years in Littleton Public Schools and the Cherry Creek School District. A paraprofessional is a district employee who provides various levels of individualized support for the special needs population within a school. At the beginning of my adventure in Littleton, I became nervous working with children and young adults. I wasn’t sure what to expect. I thought to myself, “How do I talk to them or act towards them?” After training I felt a little more confident. I connected with them and had many fun times together. I then transferred to Cherry Creek, where I began at Campus Middle School. There, I have learned how to work with middle school students with autism. For example, each student requires different support on working through crisis and alternative ways to learn. I’ve realized that children with autism have many similarities to students who don’t have autism. They have the same feelings and can express them in similar ways. When they get frustrated; they cry and try avoid their work. But they eventually come back to the work, which most of us do. These kids may look different and not be
While learning disabilities are often used to explain an individual's struggle with a subject, they seldom explain how an individual grew and overcame great adversity. My elementary school experience was a blissful and joyful time; I often allowed my imagination to shape the world around me while still holding onto reality and working on my studies. Yet in third grade, my schooling began to shift. With my advanced math skill, I tested into the gifted program,designed for the brightest students in my school; however, in deep contrast my reading and writing skills were greatly below the average level of a third grader. Due to this extreme contrast in abilities, the final verdict for my move into the gifted program was negative, and I continued my education with the majority of students.
When I was approached by teachers and community members to give presentations, I felt an overwhelming sense of pride and self worth. Although it was challenging, it was my desire to educate others on neurological disorders and disabilities that encouraged me to keep volunteering. Furthermore, I found a responsibility in speaking. I was able to change how autism was viewed and therefore, I was making a difference. The positive reaction of the audience ensured me that making those differences is what I wanted from my career.
Into my second year of primary school, it became evident that I was struggling to keep up with my peers. I was below average in both reading and mathematics. I was given an awry of tests to determine exactly what the learning disability was. For the first time in my life, I ended up passing every test, and it was determined that I did not have a learning disability. Without any explanation as to why I was so far behind my peers, the school found it in my best interest to place me in special education classes. I was placed outside of my main-stream class and put into a much smaller class. This was in effort to give me more one-on-one attention in hopes I could begin to catch up with my peers. I remained in special education classes throughout