Reflection Paper Temple Grandin

temple Grandin Emergence Labeled autistic Positive Out stick withs Born in 1949, temple Grandin was first diagnosed with brain victimize at the historic period of three and then, at the succession of five, denominate Autistic. right away temple Grandin, self-labeled as a recovered autistic, is a well-respected doctor in sensual science, a professor at Colorado State University, a topperselling author, an autism activist, and a leading consultant to the awake(p)stock industry on animal style. eon it is easily argued that tabernacle Grandins life does not represent the average for most children with autism, her autobiography, Emergence Labeled Autistic (1986) offers a powerful usher of the influences and experiences that steered temple through her journey emerging from autism. Considering temples gainsay styles as a toddler and the norms for the cartridge holder, it would not invite been surprising if temples get under ones skin had followed the advice of the doctor s and situated temple into an institution at the age of three or kept her isolated at home.Instead, her m another(prenominal)wise offerd therapy and activities that kept synagogue from tuning kayoed and failing to develop (p. 20). At the age of three, synagogue began regular therapy with a speech t from each oneer who helped her hear the consonants by stretching show up and enunciating the consonants (p. 17). Although the reader single has a glimpse of the quarrel it must have been, it is clear that tabernacle was included in the passing(a) and special activities of her familys life with little allowances made for her atypical behavior Being a child of the 1950s was an advantage because of structured shake off Manners meals and lots of turn-pickings games kept me tuned in.The family meals and games also taught inseparable social skills (p. 20). As synagogue grew older, her mother continued to strive for tabernacle to have a normal life, enrolling her in kindergarten at the age of five, while also taking a proactive role in preventing problems before they happened. The civilise I go to was a small private school for normal children. suffer had discussed my problems extensively with the teachers. On the first day of school I was kept home so that the teachers could explain to the other children that I was dissimilar (p. 32).tabernacles mother was consistently an advocate for her she did not shy away from providing Temple with experiences that would be challenging for Temple, for herself or for others. The pass after third grade, Temple went to sleep away camp. Even though this experience could be labeled a failure, Temples mother did not place the knock on Temple she believed that the poor outcomes were the result of the adults handling the situation ineffectually. When Temple is in secure surroundings where she feels love above all, and appreciation, her compulsive behavior dwindles (p. 2). The second problem was the camp personnels lack o f sagacity (p. 55). After graduating from her small elementary school, at the advice of her teachers and therapists, Temple was enrolled in a large private school. When it became clear that this setting was not appropriate for Temple, her mother, erst again did not blame Temple. I explained and she listened c atomic number 18fully. As usual, she stood up for me (p. 68). Temples mother then took considerable time (and, in likelihood, played out considerable amount of money) to find a school that would be the better(p) match for Temple.With Temples input signal, Temples mother selected the visual modality Country School in Vermont. The Mountain Country School was arrested for gifted children like you (p. 70). The Mountain Country School, as described by Temple, appeared to be an ideal school for children with high-functioning autism even by todays disposition and standards. The basic philosophy of the school rested upon the principle of permitting bookmans an opportunity to tu rn over what they could in specific compasss, while at the same time two academic and personalized allowances were made for areas of emotional handicaps (p. 2). There were four essential areas for twain the school and the individual an understanding of an individuals personal problems and what to do to correct them mastery of postulate skills developing the social skills essential to everyday association and the competition of everyday living either in or out of school (p. 72). throughout Temples emersion from autism, Temples mother focused on Temples strengths and affirmed Temples differences and way of looking at the world. In letters to Temple, Mrs. Grandin wrote, Be proud you are different.All bright flock who have contri howevered to life have been different and found the path of life lonely. turn the joiners and social butterflies flutter about, Temple, youll get real things done (p. 124). You need symbols. You live them. Like a work of art they are a physiologic exp ression of what you feel (p. 125). Wanting to grow really loves yourself, loving the best part of yourself (p. 148). Temples mother was not her only champion. While at the Mountain Country School, a teacher, Mr. Carlock emerged as an influential teach for Temple. Like Temples mother, Mr.Carlock didnt guess any labels, dear the underlying talents (p. 90). He didnt try to draw Temple into his world but came instead into her world (p. 90). Through Mr. Carlock, Temple memorizet gentlemany social skills. He didnt preach but showed by his take in conduct a social perception that I envied and tried to emulate. From him I was involveing humanist values that I lacked because of my autism (p. 91). Mr. Carlock did not try to force Temple to study material simply because it was the curriculum. Instead he started with where she was and used her interests to connect her to learning. We start with you, Temple.If you want to prove your theory, then youll have to learn math, read scientific articles in the library, do some research (p. 107). He realized that competitiveness Temples fixations was futile instead he channeled her fixations into constructive projects (p. 90). These projects benefited Temple in many ways she learned through creating she was motivated to learn academics that might help with her projects she stayed focused and busy which decreased her anxiety and contain her chances of getting into trouble and she was productive, raising her worth both in her own eyes and that of her teachers and peers.Like Temples mother, Mr. Carlock affirmed Temples worth. Youre a gifted individual, Temple- much more than any individual with and sex appeal. Your appeal, when you grow up to it, forget be not only physical but intellectual, too (p. 92). Years later, Mr. Carlock, perhaps unaware of what he is doing, sums up his own successful approach in his preface for Temples autobiography, there is hope for the autistic child that deep, constant caring, understanding, acceptance, suitably high expectations, and support and encouragement for what is best in him will provide a base, from which he can grow to his own potential (p. ). From a very young age, Temple began to dream about a charming device that would provide intense, pleasant pressure stimulation to her body. In her vision this wonderful cable car would not be a substitute to her mothers hugs, but would be available at any time to soothe her (p. 36). Perhaps due to her high intelligence and the acceptance by the adults around her, Temple was able to hypothesis the standardisedities of experiences that made her feel better. Since I had no magical, comfort device, I wrapped myself in a drape or got under sofa cushions to satisfy my desire for tactile stimulation.At night, I tucked in the sheets and blankets tightly and then slid in under them. sometimes I wore cardboard posters like a sandwich board man because I enjoyed the pressure of the boards against my body (p. 37). Through a lu cky hint of fate, during a summer visit to her auntys ranch, Temple encounters a cattle squeeze machine a strongly built kiosk for holding cattle still to minimize the risk of injury to both the animal and the operator whilst work on the animal is performed. Temple was hypnotized by the squeeze machine she observed over and over that when placed in this machine, the nervous animals calmed down.When Temple climbs into the squeeze machine herself, she finds that it has a similar effect on her own nerves the effect was both affect and relaxing at the same time (p. 95). The magic device, the squeeze machine came to play a significant role in Temples journey. First, it became another project for her to focus constructively on. It also began to give Temple some control over her debilitating anxiety. The device also provided Temple with an incentive as she wouldnt allow herself the relaxation/stimulation of the chute until her homework was completed (p. 00). In college, proving the value of the squeeze machine for herself and other individuals with autism became a purpose for learning skills and subjects that did not come easily to Temple. Eventually, the squeeze machine became a major reason for Temples career choice. During her time at Mountain Country School, Temple was able to find spiritual strength in visiting The jubilates Nest. The braggings Nest was a small remark room on the roof where Temple could look out and see the mountains.With the characteristically literal thinking of an individual with autism, Temple had latched on to a Bible reading she heard at chapel Before each of you there is a door opening into heaven. Open it and be rescue (p. 84). Temple began to search for the door. She finds a little wooden door that assailable out onto the roof and to The Crows Nest. For Temple, this door, this place became her door to her enlightenment where she could feel safe, hopeful and peaceful and was able to explore herself her past, her present and h er future.Temple believed that in going through this little door, in spending time in the Crows Nest, she experienced an awakening of her soul and mind (p. 87). The Crows Nest became a symbol to Temple that she could move forward, notch through new doors and grow. While most of Temples outcome from autism took place before research on positive diversity outcomes for children with disabilities, it is unaffixed to see that Temples experiences demonstrate what research confirms to be true.Positive transition outcomes are more likely when parents or other family are problematical when the student has experienced school and community inclusion the student has input into the goals the student has had opportunity for employment experiences prior to graduation from secondary school the student has an appropriate level of social competence he student has developed skills and talents that are wanted and infallible by the employers the student has self-government and self-advocacy skill s and the student has postsecondary education.Parent Involvement Temple was blessed with a mother who provided matter-of-fact and emotional support as well as sourcing appropriate resources for Temple including therapy, a skilled nanny, schools and other experiences that helped Temple develop. Throughout her life other individuals took a personal interest in Temple, acting as mentors and directing her academically and socially. The affirmation that Temple received from her mother and her mentors fueled Temples will to succeed. Experience in School and Community InclusionFrom the scratch Temples mother facilitated Temples inclusion in school and the community. Temple attended schools for typical children, was expected to participate in family activities, was supported in having friends, learned to swim and ride horses and attended summer camp. When a difficulty arrived, her mother advocated strongly for Temple while judge Temples challenges. And when necessary, Temples mother sou ght out another school and community that was a better match for Temple. assimilator has Input into GoalsTemples teachers and mentors followed Temples interests, her fixations, and used these interests to persuade Temple to learn academic skills that did not interest her directly. Her interest in animals leads her to a degree in Animal Science. Temple states in her introduction, Successful people with Aspergers that I see were able to develop their talent area into skill that other people appreciate and want (p. 16). Self-determination and Self-advocacy Skills It is belike that Temple was born with a certain amount of determination to do what she wanted.Although often what she wanted was not what others wanted, this determination was refocused by her mentors into productive goals and projects that took into pecker what Temple wanted. Postsecondary Education Temple, with the support from both old and new mentors, attended college and graduate school. The college was carefully sel ected to meet Temples needs. I will forever bless those who selected a small college for me (p. 107). Skills and Talents that are wanted and needed by Employers/Opportunity for Employment Experiences From early on Temple was back up to create things.Later on she had opportunities to build and repair useful things such as a system to open the gate to her aunts ranch from the car. Although details are not given in Emergence, the book suggests that she had responsibilities at Mountain Country School to help with the farm and the horses. During her visit to her aunts ranch she is encouraged to try out running different equipment. The summer after high school graduation Temple spends the summer working at her Aunts ranch. While at college she work with children with disabilities.Temple herself advocates Develop their talents into skills that can be used in a trouble or hobby. The goal is to provide them with skills that can give them satisfaction in life through shared interests. Some of the happiest people in the autism spectrum are the ones who have friends that share their special interest (p 14). Social competence Through opportunity, experiences, role models and focal point from mentors she respected and felt cared for by, Temple was able to learn sufficient social competence to continue her education and hold jobs.Temple Grandins book, Emergence, offers a real life example of how love, support, experiences and appropriate teaching and guidance can allow an individual to overcome her disability. While Temple stands out as an astonishing story of success, where everything that contributed to her positive outcome came together roughly as a miracle, educators and parents of children with difficulties can use her experiences combined with the more new-made research to plan deliberately to improve positive outcomes for their children.