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ONE SIZE DOES NOT FIT ALL |
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, Matching a Thinking
System to a student BY SUE RUBIN |
T |
he title of this article might appear strange to the
reader, but it is quite intentional. When I was a child, I was not able to think because I did not have a method
of communication. After asking other people with autism about this, I have
found that about half of the nonverbal people with autism I questioned felt
the same way. We were extremely limited by our lack of a communication system
that worked for us. We quite wrongly were assumed to have mental retardation
because we couldn't even master a simple picture system of communication. |
Whether one was able to think before being able to
communicate or not is a moot point because uncommunicated thoughts are nonexistent to the world beyond one's own mind.
Whether the communication system meets the needs of the individual is
terribly important. The problem arises when a person's intelligence is based
on his ability to communicate. If he can't express his thoughts, it is
assumed he is retarded and doesn't have the need for a communication system
that allows for sophisticated thought. The person who has not developed a
thinking process will never be able to, and the person who can't express his
thoughts will be thought not to have any. |
These thoughts are mine and I can only share them
with the reader because I have been taught how to type. I was not able to
access a computer keyboard myself like decidedly more able people with
various disabilities. Every student should be assessed |
by a speech
pathologist who has expertise in augmentative and adaptive communication
devices. If he is successful that is wonderful; however if he is not
successful, facilitated communication should be taught. The current
popularity of picture communication really unleashes assumptions about
intelligence. It is quick and might be appropriate for a very young person,
but is extremely limiting for others. |
The technique
that was taught to me was developed by Rosemary Crossley in the 1970's and
1980's. Great strides have been made in teaching people ways to become
independent typers. It took me five years of typing with physical support
before I had the control and confidence needed to be able to type without
support. I still require a facilitator to sit next to me to keep me focused.
Rest assured I type my own thoughts whether someone rests a hand on my arm
for speed or not. Many students who are learning facilitated communication
today are becoming independent typers in much less time. With practice they
will be able to do grade level work by themselves so no one can deny their
intelligence. |
When a
communication system was found that suited me, my life changed completely. I
was educated erring on the side of mental retardation. When the school
psychologist tested me, I scored in the range of severe retardation and
certainly functioned in that range as well. When I was thirteen, I had the
cognitive and adaptive skills of a twoyear-old and probably have not
progressed much with adaptive skills since then. I am now twenty-three and a
student in Whittier College, but I still present as a person who others would
label as someone with mental retardation. Just because I may look and sound a
specific way, people assume the stereotype --they assume I lack intelligence.
Even though I still receive really pitying looks from strangers, I have
learned to live with them and enjoy the rich life I have. |
Beginning when
I was thirteen and was taught facilitated communication, the school world and
my family recognized my intelligence and treated me quite well. When I was
fully included in high school, I took honors and advanced placement classes
with really few accommodations for my |
PAGE 17 |
disability.
The teachers and other students respected my intelligence and were really patient
with my autistic-like behaviors. Because I was able to communicate I was not
only able to do grade level work, but I could communicate with my peers who
learned how to be facilitators. |
I graduated
with honors and took the SAT, scoring 1370. With strong teacher
recommendations and a 3.98 GPA, I was accepted to Whittier College as a John
Greenleaf Whittier scholar. The professors enjoy having me in classes because
I am always prepared and offer a unique viewpoint in class discussions. The
only accommodations I require are extra time on tests and occasionally an
alternative assignment if I am physically unable to do what the other
students are doing. |
The truly best
part of my life is that I have friends. One of these friends was a fellow
honor student at Whittier High. She has been working as a care provider for
me for about five years, but spends a lot of her free time hanging out with
me. My other friends are people who began as care providers, supporting me
either at school or at my home, since I live off campus with a support system
to enable me to live as independently as possible. My staff got to know me as
an adult who has autism, but otherwise is quite like them. Basically I am
able to type independently with all of the young adults with whom I spend my
time. They are able to realize I have a sense of humor even though my facial
expressions don't show it. They really are great friends who take me with
them to parties with their friends who have become my friends. |
Having a
communication system that meets my needs has opened the world to me. The
academic subjects I have been exposed to in high school
and college have truly expanded my understanding and appreciation of the
world around me. Socially, my communication system has truly proved
invaluable. Without it I would still be a "non-thinking" person
wrapped up in autism instead of the intelligent person I am, who is
thoroughly enjoying life in spite of a significant disability. |
TASH
CONNECTIONS. MAY 2002 |