On Friday I lucky enough to go to the Autism/Aspergers Conference Communication: The Key To Success at Edge Hill University.
There were the usual education speakers - Matthew Hesmondhaigh talked about his ASD resource in a Sheffield School, and Iain Sim spoke passionately about the need for special provision, referencing his Independent School in Ormskirk. Both were interesting enough - but the real draw of the conference was the key note speaker - Temple Grandin.
Temple is autistic - as a child she didn't speak until she was 3 and a half, and her parents were told to put her in an institution. They didn't. Instead they loved her and helped her, and she learned to cope with her condition.
It was fascinating to hear Temple speak - she spoke for an hour at the start of the conference and an hour at the end - and I can honestly say that I ave never had an hour pass so quickly.
Temple talked of her life story, and her own experiences with sensory processing problems, socialising and "teasing." She showed slides of her personal brain scans which are clearly different to neurotypical ones - and talked about the structural differences; with less organisation in the auditory and speech production areas and abnormal circuits between the lymbic brain and the cortex. I was so thankful that I attended a talk by the neurobiologist Dr Andrew Curran back in March - his lecture on brain development meant that I really understood the significance of what Temple showed.
I was delighted when Temple spent time talking about her "1950's" upbringing and how important it was for higher functioning children to be taught manners etc. She emphasised learning taking turns through playing board games, being taught the importance of "being on time" and how vital it is to socialise in "shared interest" groups. I loved her views on
"Eccentric is acceptable - being rude and dirty is not" and
"Do not try to un geek the geek"
She spoke for a long time on outcomes "you're and adult for a lot longer than you're a child"
- on how she found work "through the back door" and progressed in her field.
She had lots of advice for teenagers - and spoke about on learning work skills through volunteering and doing jobs outside the house. And then she talked about jobs that were good for "autistic types". By the time I had seen 'computer programmer', 'chemist', 'banker', 'statistician' and 'musician' on the list I was lost in giggles. Anyone want to know where Mr Ben's autism comes from? There's barely anyone on either side of the family who doesn't have traits. And that's just fine with me.
I could have listened to Temple for hours more - I've only read one of her books - but the rest are now on order from Amazon!
It was fascinating to hear Temple speak - she spoke for an hour at the start of the conference and an hour at the end - and I can honestly say that I ave never had an hour pass so quickly.
Temple talked of her life story, and her own experiences with sensory processing problems, socialising and "teasing." She showed slides of her personal brain scans which are clearly different to neurotypical ones - and talked about the structural differences; with less organisation in the auditory and speech production areas and abnormal circuits between the lymbic brain and the cortex. I was so thankful that I attended a talk by the neurobiologist Dr Andrew Curran back in March - his lecture on brain development meant that I really understood the significance of what Temple showed.
I was delighted when Temple spent time talking about her "1950's" upbringing and how important it was for higher functioning children to be taught manners etc. She emphasised learning taking turns through playing board games, being taught the importance of "being on time" and how vital it is to socialise in "shared interest" groups. I loved her views on
"Eccentric is acceptable - being rude and dirty is not" and
"Do not try to un geek the geek"
She spoke for a long time on outcomes "you're and adult for a lot longer than you're a child"
- on how she found work "through the back door" and progressed in her field.
She had lots of advice for teenagers - and spoke about on learning work skills through volunteering and doing jobs outside the house. And then she talked about jobs that were good for "autistic types". By the time I had seen 'computer programmer', 'chemist', 'banker', 'statistician' and 'musician' on the list I was lost in giggles. Anyone want to know where Mr Ben's autism comes from? There's barely anyone on either side of the family who doesn't have traits. And that's just fine with me.
I could have listened to Temple for hours more - I've only read one of her books - but the rest are now on order from Amazon!
And if hearing Temple speak wasn't wonderful enough - after lunch autistic pianist Derek Paravicini played for us. Derek is blind and has severe learning difficulties - but is the most amazing pianist who plays entirely by ear. He took requests and showed off his wonderful talents - playing songs in different styles. I have to admit he made me cry.
If you have never heard him, try the youtube video below
At next years conference the key note speaker will be Simon Baron Cohen -
that's a date already on my calender!
2 comments:
We have had her in our area a couple times. The first time I heard her speak, I was stunned by her sense of humor. And then, I saw that it is something she has learned as she speaks on her many engagements. It does not come naturally to her. It is learned, AND THAT'S OKAY! She's figured it out. She shows us that autism is teach-able.
I also appreciated her the first time I heard her speak because she mentioned acid reflux in nonverbal kids and how they would exhibit signs of it like grabbing their ears. Ahhh validation. My husband's family accused me of ignoring ear infections for years.
I could go on and on, as I'm sure you could. What a resource she is. So glad you got to see her!!
So glad you've heard her Amy - when she was talking about reflux I thought of T.
I see the many things that Ben has learnt over the last few years - and listening to Temple showed just how much more he can learn and how far he can go.
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