Thinking in pictures by Temple Grandin

¶ … Pictures

When reading Thinking in Pictures by Temple Grandin, I learned so much more about autism than in all the reference books required for school classes. Gaining insights and knowledge from the source is so much more helpful to improve my understanding of this illness and to know the ways to use this information to be a better teacher.

As the name of this book implies, Grandin thinks with visuals rather than with words. As she explains: "Interviews with autistic adults who have good speech and are able to articulate their thought processes indicate that most of them also think in visual images" (pg.25). More severely impaired people, who can speak but do not have the ability to explain the way they think, have highly associational thought patterns. Charles Hart, who wrote Without Reason, a book about his autistic son and brother, relates his son's thinking as: "Ted's thought processes aren't logical, they're associational." This explains Ted's statement, "I'm not afraid of planes. That's why they fly so high." His mind sees a visual of planes flying high, because he is not afraid of them. He combines two pieces of information, that planes fly high and that he is not afraid of heights.*

Thus, says Grandin about education: "Teachers who work with autistic children need to understand associative thought patterns. An autistic child will often use a word in an inappropriate manner" (pg. 32). However, there is no consistency in their thought patterns. At times, autistic children use a logical associative meaning and other times they do not. The child may say the word "dog" when he wants to go outside, since the word "dog" is associated with going outside. When Grandin was six, she said "prosecution" because it sounded nice. She did not know what it meant. She used it as an exclamation every time her kite hit the ground. "I must have baffled more than a few people who heard me exclaim "Prosecution!" To my downward-spiraling kite" (pg. 32)

Another area of interest in Grandin's book is its explanation about the meanings of emotion and empathy and the nature of social interaction and cultural organization. Autistic individuals interact differently than others. Grandin states that her "emotions are simpler than most people. I do not know what complex emotion in a human relationship is"(pg.89). It is noticeable that that the autistic individuals act differently toward other people and things that occur around them. They may react stronger than others normally do, or not react in situations when strong emotions are normal.

She also writes about the differences in sensibilities. My hearing is like having a sound amplifier set on maximum loudness. She dislikes places with many different noises, such as shopping centers and sports arenas. Being touched and, especially held, causes many difficulties with the senses. Grandin says that she pulls away when people try to hug her, because being touched sends an overwhelming tidal wave of stimulation through her body. On the other hand, autistic individuals may use other senses differently. 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.