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For example, she says that "Many autistic children like to smell things, and smell may provide more reliable information about their surroundings than either vision or hearing" (pg. 75). or, the children may only eat certain foods because of the texture or smell.
Chapter 5 on developing autistic talent was the most beneficial. It provided insights into how to take the strengths of the autistic child or adolescent and apply them to learning. As Grandin states (pg. 100): "Teachers need to help autistic children develop their talents. I think there is too much emphasis on deficits and not enough emphasis on developing abilities." For example, they may be encouraged to do more graphic arts, computer programming and engine repair. Similarly, employers must understand their autistic employees' strengths and weaknesses. Grandin relates a story about a man who excelled as an architect, but when he was promoted and had to deal with people he failed and was fired (pg.109).
This book provided many insights about expectations with my autistic students and their reactions, or lack of them, in situations. I also have to realize that there are differences between these children, just as all my other students. Some autistic children can be strongly encouraged to leave their autistic thinking experience and pay attention to what is being taught at the present time, others require a gentler and slower approach.
A also need to apply what is noted below about the three different learning types. For example,...
Drawing and other art skills should be encouraged. I also need to remember that verbal responses can take longer to form, because often my words have to be translated into pictures before they can be processed and then the response needs to be translated from pictures into words before answering. This translation takes much longer than is typical.
Similarly, as Grandin noted, reading comprehension is often a concern for the teachers of autistic children. Many students with autism can read the words but that they do not understand what they are reading. or, they do understand what they are reading but cannot effectively express it in words.
What this book shows me, most importantly, is that I need to learn more about the thinking and sensing of autistic children, so I can develop tools that are specifically related to their needs and can help them grow intellectually and emotionally.
References
Grandin, T. (1995) Thinking in Pictures. New York: Doubleday.
In an update to her book (http://www.grandin.com/inc/visual.thinking.html),Grandin says that she has since learned that there are actually three different types of specialized brains. Some individuals may be combinations of these categories. Visual thinkers, like Grandin, think in photographically specific images; Music and math thinkers think in patterns; and Verbal logic thinkers think in word details.
Reading Education Special needs and special education students have traditionally had more immediate needs in cooperative learning settings when compared to typical students. To be an effective teacher is not always as easy as telling the students to just sit-down and read. Teachers have to understand that there can be less obvious problems at hand like dyslexia, AD/HD, or English as a second language to name a few. When there are
This RIS includes Toshiba digital desktop telephones, plus 24 SpectraLink wireless telephones; these wireless phones were programmed to extend the features and capabilities of the users' desktop telephones to anywhere they roam at the 22-bed hospital; however, other wireless technologies such as cellular, could not be used due to the interference with sensitive medical equipment (Just the right prescription 24). The hospital's chief operating officer, Darryl Thornton, reported, "Being
Reading is fundament skill necessary for our children to compete in a more globalized world. Evidence has shown strong correlations between education and income. These correlations have endured multiple generations and reflect the need for continual improvement on the part of students. The ability to read and comprehend passages therefore is the first of many building blocks needed to be help students within a more competitive and highly dynamic environment.
This is the goal of struggling readers. A dependent reader takes only a peripheral interest in the text. He gives it the minimum of his attention and approaches it only because he is forced. It is as though he is reading against his will and fighting all the way. Beers provides an anticipation guide, but I don't necessarily agree that such a guide is very constructive or helpful. It deals
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use
picture of Dorian and the rise of Aestheticism Oscar Wilde, despite having lived and died in the first half of the twentieth century, that is, in the year 1900, when he was just about 46 years old, remains, to this day in the twenty first century, a man whose intellectual witticisms and aestheticisms are well appreciated and even stay unparalleled today. In fact, it is often said that Oscar Wilde's