Sheila’s Story:

Positive Effects of Neuro-divergent Thinking.

In this series of blogs, we are looking at the innovative approach and empathic attitude that Sheila, a Certified Educational Assistant who is on the spectrum, brings to teaching in her classroom.

In the previous blog, she taught her learning-challenged student to do math using a line-drawing on the schoolground.  For the first time in four years of schooling, the student was able to correctly complete a math worksheet on her own, working from the school yard line drawing.  Sheila’s challenge now is to translate that ability into a process that will work in the classroom.  The story continues in her own words.

I copied a number line onto a piece of paper, thinking she could use a marker to count up the lines.

It was a complete disaster. She did not seem to understand any part of it.

“Don’t worry” I told her, “This is not your problem. I’m going to figure out something different and we’ll try again tomorrow.”

The only thing I could think of was that the number line was the traditional horizontal line that most students use. I converted it to a vertical number line, and she was able to use it without a problem.

After a week of using the vertical number line successfully, I brought out the horizontal one and we talked about it. Eventually she was able to transfer what she had learned on the vertical line and successfully apply it to the horizontal line.

Through the repetitive use of the number line, she learned how the numbers in addition and subtraction related to each other. This led to her ability to transfer that information so that she was able to add and subtract using her fingers.

Progress has been slow but steady and she can now add or subtract any two lines of numbers. She can also multiply any number by another one digit number.

 In my work I seek information, materials or support from anyone I deem helpful. Speech therapists are sometimes required. In other situations, kindergarten and grade one teachers who are willing to share resources they have used to help much younger children learn, are invaluable assets.

I sometimes have to invent materials when new approaches are required.  As a result, I’ve become increasingly adept at designing and writing new programs for these students.

Some colleagues wonder why my classrooms are always quiet.  I tell them: “The students work hard to finish their assignments because they know when they finish, I always have a five minute ‘free time’ activity prepared for them.  It’s a fun thing we like to do at the end of the class.

I stay with the students during their fun time and we talk about the game or activity they’re doing, along with their work and how their day went. I always know what my students are thinking about their work, because they talk to me.”

Sheila’s early experiences as a single mom on government assistance with a high-functioning autistic child, combined with her natural ability, compassion and authoritative presence led her to a career as an Educational Assistant. 

But it is Sheila’s neuro-divergent thinking which enables her to explore unusual avenues, facilitating successful outcomes for her challenged students.

“My desire for these students is always first and foremost, Success!” Sheila says, “I want them to experience success, and I’m going to bring everything to the table, everything I’ve got to help make that happen.”

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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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Positive Aspects: Sheila’s Story continued.

In the previous two blogs, I’ve entertained positive aspects of non-neuro typical thinking, and presented the back story of Sheila, a single mom who found that both she and her young son were on the autism spectrum. This begins the story of the mindset Sheila brings to her work as a teacher’s aide, and the empathic understanding through which she views her students. The following is part three of Sheila’s story, told in her own words.

Once the school finally had the information they needed to support my son, I decided to join the workforce again.  But I needed to find a profession. Teaching was a direction I’d been encouraged to pursue since elementary school and was one which held a very strong appeal. Since the reality was that I had limited financial resources and a special needs son who demanded time and attention, a Certified Educational Assistant (CEA) seemed like a good fit for me and a more reasonable option.  Grants paid for the college and university classes I needed, and I was able to complete the course at a pace that worked for my son.

When I am assigned a student, I am aware that often many aides and teachers have already tried a wide variety of learning tools and resources to support the student’s ability to understand and integrate information or concepts. In other words, to “learn”.

With the groundwork that has already been done there is a lot of information about which approaches have not succeeded, as well as a list of interests, strengths and even passions that the student is able to contribute to the process.

Having studied the file, I turn to the child. I look for patterns of behaviour and sparks of interest and consider how these can be intercepted and guided toward opening new channels of insight and communication.

In one instance, a grade four student was unable to correctly add single digit numbers up to twenty without support. This was something I had never encountered before. After a brief assessment with the student, I saw that she could count past 100 and easily recognize numbers. She knew 1+1=2 and 1+2=3 but did not know what 1+3 equaled.

I thought about this student’s classroom experience, what it would be like to watch your peers work independently and with only a little help, get the right answers. And all you can do is sit there, frustrated and anxious, staring at the numbers, struggling to grasp the process, all the time thinking “I just don’t get it!”

The school was giving me the resources and the opportunity to assist this child, and I was determined to help her. To find the key that would unlock the door to some level of success.

Sheila’s innovative approach and her student’s learning process follow in the next Blog.

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Positive Aspects of Life on the Spectrum: Sheila’s Story.

In this blog series, I am presenting lives that express the ways in which not being Neuro Typical is a career asset.  Thinking outside the box is normal for people on the autism spectrum. In certain circumstances this attribute of our condition can be beneficial. 

To continue Sheila’s story, begun in the previous blog, I will first relate some background information, along with some early practices she implemented. These temporary solutions to her son, Seamus’ social and learning problems ultimately led to her ability to explore unique and innovative methodology, which will be discussed in the next blog in this series. 

Sheila’s school experience was successful both academically and socially. However, later circumstances rendered her a single mom on welfare with an autistic child, Seamus.

As a result, Sheila experienced the understanding of how frustrating life can be for both parent and child, when someone is trying their best, socially and academically, and yet, is largely unsuccessful at one or both.

Seamus was a loving boy, but he found socializing at school impossible. Ostracized and bullied, he could never join in any games, and he had no friends to ‘hang’ with at lunch or recess. Sheila decided to see how she could help.

Every lunch hour she joined Seamus on the playground. Standing with him, she would ask, “Who wants to play baseball?” Invariably several children would crowd around.  “Alright,” she’d say, “There’s only one rule, and that is, Seamus gets to play.”

The ‘Seamus ball game’ soon became a popular lunch time activity! Sheila would also stay later on occasion to help in the classroom if Seamus was having a problem with the work. Her organized approach, ability to quickly assess a situation through Seamus’ eyes and her friendly but authoritative air made her an asset in the classroom.

In the late 1990’s, not a lot was known about the autism spectrum, especially the high end kids who seemed to have no trouble learning but couldn’t manage their social life. After countless incomplete diagnoses, from leaky gut to ADD and ADHD, Sheila felt at a loss. She didn’t like the effect of the medications prescribed for her son, and he didn’t either, often refusing to take them.

One day, after attending a conference on autism, a teacher from Seamus’ school phoned Sheila.   I think I know what Seamus has, she told Sheila. When given a list of the symptomatic behaviours, Sheila recognized to her surprise, that it was not only Seamus who was on the spectrum–she was on the spectrum, too! This self-knowledge opened up a wide range of concerns and possibilities for both Sheila and her son.

In her book, Aspergirls, Rudy Simone states that for adults, being diagnosed can be a relief. A diagnosis for a child can also bring relief for parents like Sheila, who until Seamus’ diagnosis did not know where to turn for helpful information. In the years before Sheila was diagnosed, her focus was on helping Seamus.

Little was known about how to help those on the high end of the spectrum, then known as Asperger’s. With the help of his school staff, his family doctor, and Sheila’s campaigning, Seamus was able to access a facility for testing.  Once he was diagnosed, funding became available for special programs and activities for him. 

Every dime had to be accounted for, and it could only be spent on the special needs or activities for him, Sheila recalls.

Sheila’s experience with her son provided her insight into similar situations. She understands the frustration of having a child who neither learns nor interacts in the same way as their peers. She has gained the power of finding those keys which open doors for students who feel stymied by the different ways their brain works.

Success is what these kids need to experience. Sheila tells me, referring to both behavioural and learning issues. Helping her students find the self-confidence that will allow for success, is the motivating factor in her work.

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A Positive Aspect of Life on the Spectrum.

I’d like to further explore that position in this blog.  

Being on the spectrum has the advantage of enabling us to see events from a focused, objective perspective, one which is devoid of much of the emotional, social ‘baggage’ which often burden neural typicals.

From this distinctive, intellectually isolated position, we are able to recognize the ‘essence’ of scientific and political dilemmas which, when no longer ‘wrapped up’ in irrelevant social diplomacy, are much simpler to resolve.

We see significant examples of this in Elon Musk, Greta Thunberg, and Temple Grandin, people whose unique perspectives have promoted both awareness of and possible solutions to critical environmental and industrial challenges currently impacting all of humanity.

If you are on the spectrum, you may wish to consider whether your ‘lack of alignment’ with decisions being made for all of us by neural typical politicians and industrialists is because you are somehow ‘deficient’, or rather because you are better positioned to recognise, isolate and promote workable solutions to complex issues.

There is a difference in the way the human brain processes incoming information in neural typicals vs those on the spectrum. Our uniqueness allows us a different outlook on problems and often, a unique approach to them.  Our lack of emotional or social involvement encourages us to see issues objectively, and therefore to approach solutions rationally. 

 You may wish to discuss this with acquaintances who are also on the spectrum. You may be surprised at how others share both this viewpoint, and the frustration which arises from being marginalized.

 Once you are receptive to the notion of a positive influence resulting from the differing neurological processes, you will find no shortage of examples of the benefits of this unique perspective,

Sheila is one such person who brings a unique talent to her work.

Sheila is an Educational Assistant who, in her 20 year career, has worked with educationally challenged children ranging from kindergarten through high school. 

Early on, her talent for this work was discovered to be exceptional, and subsequently she often finds herself assigned the students with the most serious limitations, ranging from behavioural issues to those with significant brain differences..

In my next blog posting I will explore some specific, unique approaches that Sheila uses with great success.

You will see how, when her autistic mind identifies and isolates problems, successful solutions inevitably follow. You may find that they resonate with you. You may even find them quite fascinating!

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Burning Bridges

While everyone finds it difficult to determine who can be trusted, it is especially so for those of us on the spectrum.

We are often unaware of intentions indicated by visual clues like body language, eye movement and facial expression. This inability can make us vulnerable, and too often the brunt of mean spirited, self-serving individuals.   

Others may purposely set us up, taking something they know we said in innocence, or jest, purposely repeating it to others out of context so as to make it sound harmful, cruel or vindictive. At best in the hope of personal gain, or worst, out of pure maliciousness.

In casual conversation with others we may make a sarcastic, but light hearted, innocuous, remark like, “Right! Because we all know Mary is so lazy!  Not!”  Soon the rumour circulating in the office is that you said Mary is lazy. You cannot deny that literally you did say that Mary was lazy, even though you meant to playfully convey the opposite.

Incidents like this are why those of us on the spectrum will often think carefully about what to say before speaking.  This pre-speech ‘pause’ can be misinterpreted by neural typicals as an indication that we are not interested in responding. The fact is we are thinking our way through to a socially appropriate response.  

Who to trust?  We cannot guard our every word. There will always be others who prey upon our ‘differences’ with selfish motives.  

Our best defence is to speak honestly, in a clear, straightforward manner, simply stating our intention.  In this way we can avoid the temptation to overly qualify or clarify what we have said, after the fact.  

It is important to always speak with goodwill.  But it is equally important to be careful about who you engage in conversation.  That person you joked with about Mary?  Future conversations with that individual must be limited to factual information, devoid of social playful banter.

Having difficulty making friends means we will often excuse people’s bad behaviour to keep the ‘friendship’ alive.  But this is setting ourselves up for constant betrayal.

Certain conversational topics are great gateways through which to get to know others. 

General topics, like the weather, TV shows, books, or current events can ease us into a new social relationship. Personally revealing conversation can be ammunition for self-serving bullies.

Save confidences for later, when you have had time to evaluate the trustworthiness of your new friends.

In her book, Aspergirls, Rudy Simone urges those on the spectrum to defend themselves “with tact and strength”.  She further counsels us to be constantly aware of the unpleasant personality traits possessed by certain people in our lives.

If you find yourself ostracized by others as a result of deliberate misinformation spread by an ignorant individual, there is little you can do to defend yourself.

In stressful situations such as these, Simone suggests that you take the ‘high road’, displaying as little overt anger, and as much grace as you can muster, in order to retain your personal integrity and self-respect.

“Remember the three R’s,” she counsels. “References, recommendation, and reputation.” You may need to maintain all three in order to have the life you desire. 

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Aspergirls by Rudy Simone

An Empowering Read for Women on the Autism Spectrum

I appreciate Rudy Simone’s acknowledgement that sometimes our social behaviours result in “botched interactions” causing feelings of guilt and self-blame. We on the spectrum have all had those experiences!

I learned that I was on the spectrum when my grandson was diagnosed. My daughter phoned me, very excited, and added, “And Mom, you and I also have all the symptoms!”

It was a joyful and terrifying moment. Joyful because suddenly there was an explanation for my horrific record of social blunders. Terrifying because it meant that I had been stumbling blindly through school, marriages and child-rearing without the benefit of this knowledge.

The awareness gave me the gift of compassion for myself. As Simone says in Aspergirls, diagnosis comes with a sensation of relief. 

I would like to say that I stopped feeling inadequate in that moment, but like the women in Simone’s book, and as anyone on the spectrum knows, that fear of being found lacking in social situations does not suddenly vanish.

Still, I’ve found that sense of insecurity can sometimes be useful. Feeling uncertain can make me hesitant at times, a caution which allows me to reassess a situation and perhaps even quickly think through and revise my initial instinctive response.

Simone notes that not being diagnosed invites all kinds of speculation, including unflattering and insulting conclusions about what our ‘problem’ is. 

People will often assume that our lack of social propriety is intentional. Or, seeing that we are vulnerable, some folks can’t resist the cruel opportunity to take advantage of our inability to appropriately defend ourselves in social situations, perhaps even to elevate their own social status in the eyes of their peers.

I found Simone’s book reassuring, in that she not only writes about her own experience, but also presents the comments and experiences of other ‘Aspergirls’. 

She covers a wide range of topics, from dating, sex and relationships, including ending those relationships (burning bridges), along with bullying at school, managing employment situations, stimming behaviours and sensory overload. Each chapter contains personal anecdotes, research and information, and ends with advice to Aspergirls and their parents.

Aspergirls is not only informative, it is a book that will make any girl on the autism spectrum feel at home in its pages, which will help parents, siblings and significant others to perhaps see the world from our point of view.

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A House On Fire. Greta Thunberg Speaks Boldly and Clearly.

Angst. A general sense of depression.  Wide-spread, generalized anxiety.  These are not circumstances resulting from being on the Autism Spectrum.  They are underlying conditions which many esteemed philosophers and sociologists have identified as being widespread in today’s world, in an era they term ‘modernity’.

This sense of unease and dislocation within society is so prevalent that it has been suggested as being the root cause of mass shootings in America, of the violence directed at other ethnicities, immigrants, corporate moguls and politicians. Even toward our neighbours and our domestic partners.

These erudite writers, ranging from Hanna Arendt to Pankaj Mishra, Richard Sennett and Marshal Berman, credit this sense of impending doom “even where there is none” to a general anxiety arising from the unsettled sensation created by living in a world where rapid change creates constant instability in almost every aspect of our lives. 

But what if these are not the primary factors creating this uncomfortable sense of ennui and lack of purpose?  What if one teenage girl, whose message is being largely ignored, has been pinpointing the underlying cause all along?

What if Greta Thunberg’s metaphor for our continually warming planet, our Earth, is fitting? Our house is on fire! [1](41) And we are all aware that nothing is being done about it because our leaders are too concerned with their own personal and political agendas to give the environmental crisis the attention it not only deserves but urgently requires.

 Greta Thunberg frequently travels the world from her home base in Sweden to Vienna, Strasbourg, London, and New York quoting the science behind the issues. She boldly states the near impossibility of correcting the situation if we continue to delay taking the steps which would slow the damage, while at the same time allowing third world countries to raise their standard of living.  

She asks those in charge of representing their governments on environmental issues, “Is my microphone on? Can you hear me?” and, “Did you hear what I just said?”

Her frustration arises from the fact that while world leaders repeatedly gather to discuss climate change agendas, very little is achieved.  Politicians, statesmen and numerous other representatives go back to their constituencies to raise self-fulfilling agendas.

In a scathing indictment of the current environmental situation, she told the attendees at the 2019 Climate Initiative that while deferring the decision to act responsibly in this matter may not greatly affect the representatives who were present, it would be devastating to those of her generation. 

“It is our future that has been sold, so that a small number of people could make unimaginable amounts of money.”

Is this unconscious, but prescient knowledge the reason so many children today seem to suffer a total lack of enthusiasm for life?  Not their addiction to screens and social media, but the underlying knowledge that they are doomed, powerless to change the tide of world events?  Is our general sense of malaise born of despair, of a sense of inability to influence our leadership toward any vital and meaningful action?

Thunberg’s Asperger’s clarity of thought has enabled her to speak boldly and without hesitation to high-ranking officials in many organizations including parliaments,  the Climate Initiative, the World Economic Forum, and the UN General Assembly. 

She credits her success in creating a worldwide movement that at times has rallied over six million participants, to the fact that she doesn’t think like a ‘normal’ and social person (28).

How does she see the environmental situation changing?  In speech after speech, she entreats world leaders to listen to the science behind the destruction of the Earth’s ecosystem.  She suggests a democracy and a politics based on that science (50) urging our leaders to forge a new system which would help to mitigate personal, self-serving, short-term agendas.

As for missing school to participate in the strike for change in the political response to climate change, Thunberg says, “We are not in school today.  Because this is an emergency.  And we will not be bystanders.”

Thunberg metaphorically describes our environmental situation as knowing that your house is on fire and yet, sitting down on the sofa and casually discussing what should be done next. 

Thunberg’s point is that such a response is unimaginable.  Inconceivable.  And yet we on planet Earth find ourselves in an unacceptably perilous situation and yet, with the possible exception of Ireland, we are failing to respond in a proactively effective fashion.

I see her frustration mounting as I read her speeches.  In her science-based estimation, the situation is dire, the consequences for her generation’s future almost unthinkable. 

But the people currently in power fail to act, as from their vantage point they will not be the ones to ultimately pay the price for their inaction.

This failure to act gives licence to individuals and organizations to react precipitously, possibly resulting in irresponsible and counter-productive activities. 

Those who will suffer through elevating environmental crises, ones which could still be mitigated if we act now, are currently too young to have a political influence.

Is this the root of our contemporary society’s general anxiety?  Our sense of frustration and hopelessness?  Does this not engender and fuel eco-terrorism?

We must open our eyes. The science is clear.  An environmental apocalypse is imminent! Our house is on fire!


[1] All page references in this article refer to No One Is Too Small To Make A Difference by Greta Thunberg, a Penquin Book.

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