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Differnt methods of Processing.?

David

I heard that Autistic people are supposed to be good at drawing.

They announced it as though it was a great discovery that we process things differently.

I am not good at drawing and have very bad perception so could not do Geometry at School.

That might be because of  Co-Existing conditions such as Dyspraxia.

I do remember a Psychiatrist wondering whether I had a difficult birth because my Verbal Reasoning is good but Perception is poor.

The difficult birth could have damaged the perception side of my brain.

One researcher said that she cannot do research on me as my Perception is so poor so I am not typically Autistic.

I am sure there are many people labelled Autistic  who have poor pereception and are not good at drawing such as myself.

I wrote an article which said Do not Steroetype Autistic people and Non Autistic People.

We are all different and people with the label Autistic are so different from each other.

May be things will change when the new brain scan is in opperation as not so many people who are not really Autistic are given the label as Autistic.

David

Looking forward to replies.

Parents

  • The wide variation in both skills and difficulties presents considerable problems supporting people on the autistic spectrum in further and higher education. There isn't the same support and one to one infrastructure that may be available through schools, and this is particularly so in university education. Students are supported so as to be "on a level playing field" supposedly, by means of facilitators, note takers, counsellors etc. However teaching staff engaging with students on the spectrum whether in collective environments such as lectures, or one to one environments such as personal tutorials, have close direct involvement with such students and their issues.

    Perhaps because there are still only comparatively small numbers of students going through university with a diagnosis, the opportunities to build up a knowledge of different personalities, abilities, special interests, specific problems and associated disabilities is as yet small. Also some students with a diagnosis do not make this known, or do not take up support services, which means teaching staff are interfacing directly with people with probable ASD whom they cannot deal with on that level. And of course lots of people come through undiagnosed.

    The very varied characteristics are challenging for teaching staff, and what is desperately needed is some sort of follow-through of the knowledge gained within the schools system into the university sector.

    Of course this range of differences is immensely valuable sometimes if it provides young people on the spectrum with the opportunities to advance their education and perhaps gain more independence and success after.

    But I do worry the lack of understanding of this variability in post-school education is holding back opportunities for many. I do not know how to change this situation, though maybe in time things will improve. But is taking a long time really helping young people on the spectrum?  And isn't it time we better appreciated the skills people on the spectrum can contribute to society in order to help them realise these possibilities?

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  • The wide variation in both skills and difficulties presents considerable problems supporting people on the autistic spectrum in further and higher education. There isn't the same support and one to one infrastructure that may be available through schools, and this is particularly so in university education. Students are supported so as to be "on a level playing field" supposedly, by means of facilitators, note takers, counsellors etc. However teaching staff engaging with students on the spectrum whether in collective environments such as lectures, or one to one environments such as personal tutorials, have close direct involvement with such students and their issues.

    Perhaps because there are still only comparatively small numbers of students going through university with a diagnosis, the opportunities to build up a knowledge of different personalities, abilities, special interests, specific problems and associated disabilities is as yet small. Also some students with a diagnosis do not make this known, or do not take up support services, which means teaching staff are interfacing directly with people with probable ASD whom they cannot deal with on that level. And of course lots of people come through undiagnosed.

    The very varied characteristics are challenging for teaching staff, and what is desperately needed is some sort of follow-through of the knowledge gained within the schools system into the university sector.

    Of course this range of differences is immensely valuable sometimes if it provides young people on the spectrum with the opportunities to advance their education and perhaps gain more independence and success after.

    But I do worry the lack of understanding of this variability in post-school education is holding back opportunities for many. I do not know how to change this situation, though maybe in time things will improve. But is taking a long time really helping young people on the spectrum?  And isn't it time we better appreciated the skills people on the spectrum can contribute to society in order to help them realise these possibilities?

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