Autism & Education: the Way I See It

Temple Grandin earned her Ph.D. in Animal Science from the University of Illinois and is currently a Professor at Colorado State University. Dr. Grandin is one of the most respected individuals with high-functioning autism in the world. She presents at conferences nationwide, helping thousands of parents and professionals understand how to help individuals with autism, Asperger’s syndrome, and PDD. She is the author of Emergence: Labeled Autistic, Thinking in Pictures, Animals in Translation (which spent many weeks on The New York Times Best-Seller List),The Autistic Brain, and The Loving Push, co-written with Debra Moore, Ph.D. One of the most celebrated -- and effective -- animal advocates on the planet, Dr. Grandin revolutionized animal movement systems and spearheaded reform of the quality of life for the world's agricultural animals. She lives in Fort Collins, Colorado.

• Part 1: The Importance of Early EducationThe Importance of Early Educational InterventionDo Not Get Trapped by LabelsEconomical Quality Programs for Young Children with ASDDifferent Types of Thinking in AutismHigher Expectations Yield ResultsTeaching Turn TakingWhat School Is Best for My Child with ASD?Part 2: Teaching & EducationFinding a Child’s Area of StrengthTeaching How to GeneralizeThe Importance of Developing TalentTeaching People on the Autism Spectrum to Be More FlexibleTeaching Concepts to Children with AutismBottom-Up Thinking and Learning RulesLaying the Foundation for Reading ComprehensionMotivating StudentsGetting Kids Turned On to ReadingToo Much Video Gaming and Screen Time has a Bad Effect onChild DevelopmentTherapy Animals and AutismThe Importance of ChoicesThe Importance of Practical Problem-Solving SkillsLearning to Do Assignments that Other People AppreciateLearning Never Stops

Grandin (The Autistic Brain), a professor of animal sciences at Colorado State University, delivers an insightful and pragmatic guide to helping autistic children thrive. Grandin, who is autistic, recalls how an early education program markedly improved her speech skills as a child—before that, she’d sometimes resort to screaming to communicate—and draws on that experience to advocate for an early-intervention, child-centered approach to education. For example, she explains that while nonverbal children between ages two and five require 10–20 hours per week of one-on-one speech and behavioral instruction, it can come from a professional or a capable family member; what’s important are progress markers such as reduced impulsivity and improved speech. Elsewhere, she recommends zeroing in on and cultivating the child’s individual strengths rather than focusing on deficits. In considering the wide autism spectrum, with members “rang[ing] from computer scientists to individuals who will never live independently,” Grandin stresses it’s vital not to overvalue the autism label, as it can prove limiting and imprecise. The author’s pinpoint guiding principles (high expectations yield results) and brass-tacks recommendations (strategies for teaching turn-taking or mastering basic life skills) combine to create a program that’s thoughtful and comprehensive, but not overwhelming. For educators or parents of autistic children, this will be a valuable resource." Publisher's Weekly