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.
