Temple Grandin

What an amazing presentation. I really enjoyed hearing from Dr. Grandin. She has so much to offer and is, in herself, a testimony of the great things children with disabilities can do. For one thing, I found myself extremely sensitive to the noises going on in the room because I was wondering if they were affecting her. She was eloquent and amazing and yes, I did notice a somewhat social awkwardness. I looked her up on Wikipedia and, under personal life, there is a quote from her saying, "the part of other people that has emotional relationships is not part of me." Of course I found that sad because relationships with other people mean so much to me. But, her talents and research and the things she has offered mankind are amazing and sometimes, I wonder, and I think she even pointed out, that people with these kinds of disabilities are able to do what they do, not in spite of their disability but because of it. She gave the example of computer people: they would not have time to be successful and make the advancements they've made for mankind if they were very social.

I think the overall message of Dr. Grandin's presentation was applicable to all students: find where the students excel and build from that. She focused on how it is possible for students with different subject strengths to learn other things through them: a child likes trains, you teach reading by reading about trains. She agreed that there are some things that do need to be learned in public education that may not be a strength but if a child's strengths are focused on, then they can be reached. She gave the example of her own struggle with algebra. She may have been more successful in math if she had had the opportunity to explore geomentry or triganometry as a companion study to her algebra. And, going back to her apparent lack of social interaction, she did emphasize the importance of a child with autism having interaction with their peers and not becoming isolated. In order to be a success, one must learn to work with other people, even if they don't quite understand them. It is apparent that Temple Grandin has done this in her own life and it is our responsibility, as teachers, to do so as well in our work with students with disabilities.