Category Archives: Autistic and empathetic

Understanding Empathy in Autism: A Personal Reflection

How often have you read or been told that people on the spectrum have no empathy?  In my case, I can’t think of anything further from the truth!

When we were little, my older brother and I were mischievous.  Our grandfather had a beautiful vegetable and rose garden.  Manicured green lawns edged the rows of peas, cucumbers, green beans, tomatoes and root vegetables.  One day, when I was about four years old, and my brother seven, we found ourselves alone in the garden. 

My brother looked carefully around.  Then he looked at me.  Then we both looked at the fat pea pods hanging on the vines.  Before long, we had eaten quite a few, stripping the fat peas from the pods.  I picked a small cucumber when we left.  I planned to eat it later with salt from the kitchen.

With the empty pea pods hanging on the vines, it wasn’t long before the adults discovered what we’d been up to.

My brother got blamed.  He was older than me, and he was supposed to be a role model for me, not a leader in crime.  He got a whopping.

From behind the closed doors, I could hear Dad spanking my brother.  My father was a big man and my brother was a small boy.  My dad was not a gentle person, especially not when he was in a temper. 

In the next room, hearing my brother’s yelps of pain, I cried.  I cried not because I was scared, but because I was sorry for my brother.  I didn’t want my adored big brother to be hurt or humiliated and I was witnessing both.  I felt how cruel and unfair it was, for such a big man to be hurting such a little boy. I sobbed as if my heart would break for him. 

So I know for a fact that I have a solid cache of empathy in my Asperger’s heart.

Perhaps ‘flat aspect’ plays a part in how I am perceived.  I may feel very sympathetic, but my face is void of expression and emotion.   

Do you, as I do, find it embarrassing and irritating when people get annoyed with you for not responding to something they have said?  They want a reaction, and they want it now–in a time frame and a manner that they anticipate. What they term ‘normal’.

When someone tells me a story, or confides in me about an incident, I have learned to remain expressionless, while I am processing what they have said.

I may be very empathetic with the opinion or situation.  But I know all too well that my ‘take’ on the situation is probably not acceptable.

This reminds me of what Heather is quoted as saying in Chapter 14 of Spectrum Women, that she finds she experiences things differently from other people.  Yes, we do have a unique way of processing input.

While I’m thinking deeply about what  someone has just said, I’m processing the information internally. But the person I’m conversing with is looking for an immediate, recognizable verbal or visual response.

My momentary hesitation does not mean that I have no empathy or sympathy for the person or situation. Nevertheless, that is how my apparent lack of immediate response is taken. 

On the other hand, if I do bravely venture my unedited opinion, the other person is likely to express surprise, dismay or even disbelief.  So, I find it’s better to just say something neutral and polite.

And because I have been told so often that whatever opinion, emotion or response I might express is inappropriate, I will sometimes not only not speak my mind, but also mask my facial response.

This would almost certainly lead people to think I am uninterested in the conversation.   

Why do people think we lack empathy? For myself, I think flat aspect and internalizing my perceptions may well account for this result. Inside, I may be roiling with emotion. Outwardly, I seem detached. Am I the only one?

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Innovative Approaches to Learning Disabilities.

Positive Aspects: Sheila’s Story continued.

This blog continues the story of Sheila, a Certified Educational Assistant. Because of her own autism and that of her son, along with the challenges her son faced in his early schooling, Sheila is empathetic and highly motivated to find individualized solutions for her students.  In this instance, she was working with a grade four female student who is unable to correctly add single digit numbers up to twenty without support. The story continues in Sheila’s own words:

I knew that teachers had tried picture math sheets, number lines, counting strips, base ten blocks, primary abacus, counters, ten frames, rote drills and more, all to no avail.

What else could there be? I turned it all over in my mind for about a day. What did the majority of these methods have in common? The answer – they used fine motor skills. What was the opposite of fine motor skills? Gross motor skills.

Walking, running, skipping, jumping, hopping are all examples of movements which use gross motor skills. How could I effectively apply that to addition?

My initial goal was for her to be able to complete a simple worksheet adding numbers to a sum no higher than 20 with 90% accuracy.

Hopping, jumping and skipping would become tiring very quickly and were not really compatible with a worksheet.

Walking seemed the most reasonable. I envisioned walking a number line with numbers up to 20 spaced a comfortable step apart.

This was going to take up a lot of room. Outside had the most space, but the weather was pretty wet so I found a section of the wall under the eaves that had no windows.

The number line was drawn in chalk and looked like a ladder with one side taken off. Numbers from 0 to 20 were written beside each rung.

Once the student had been shown the number line and what it represented, I had to teach her how to use it. I began with an equation my student already knew.

I asked her to stand at the bottom of the ladder on the “0” rung and said,

“We are going to add 1 + 1. So take a step to the line with the number 1.” She did. “Good”, I said, “Now, we are adding one more so we need to take one more step. Take a step to the next line. Good. Look at the number beside the line you’re standing on. What is it?”

“Two” she responded.

“What is 1+1?” I asked her.

“Two,” she quickly replied.

“Right! And what is the number beside the line you’re standing on?”

She looked down at the number then back at me and thoughtfully answered, “Two.”

We then repeated the procedure using 1+2, with the additional information that we always start at the largest number in the equation.

The next day, I made two copies of a worksheet and gave the student one on a clipboard with a pencil. I verbalized the process for each equation and the student carried out the instructions.

In the following days, little by little, I had the student verbalize the process until she could do it independently.

Although this task seems simple, there are multiple facets.

  1. Finding the equation on the page, remembering you need to look at the largest number first,
  2. Determining what is the largest number,
  3. Finding the number on the line and then standing on it,
  4. Referring to the equation on the page to see what number you’re adding,
  5. Walking the correct number of lines,
  6. Finding the number on the line you’re on,
  7. Remembering the number while once again locating the equation so you can then write it down.

My student enjoyed this process and she worked hard.

I remember the first time she did the worksheet independently. I sent her out while I stayed in to work on a trumped-up task.

I reflected back to when I first read the file on her, to how discouraging it must have felt for her to be unable to participate in Maths with the other kids. How she not only couldn’t do it right, she could not do it at all.

And now, without any help from me or her peers, she was out there doing it!

What amazing success!  But Sheila’s journey with this student was not over yet.  In next week’s blog we learn how Sheila translates this method of learning to a process that will work in the classroom.

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