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3 months ago

978-1572305441

autism

Ernest 159 stitution,

Ernest 159 stitution, whether it’s a preschool, a high school, a recreation center, or a camp. Suspension makes vengeance a legitimate strategy of dealing with those who, because of their biological destiny, cannot follow the rules of the institutions we employ to socialize our children. Aggression is a serious problem, that is true, but to meet violence with suspension is simply to be aggressive in return. It turns having a disability into a moral issue, the educational equivalent of sin, of being “cast out.” Maybe Ernest was right to be disruptive in that classroom setting. It served to warn us that institutions sometimes lack a theory of mind as well, and that these same institutions have to build bridges to families and children with ASD, not expect them to cross the river unaided.

A Frankie Mind Apart Chapter 11 Frankie Learning and Forgetting at School Frankie was very smart. His IQ was 125, he started reading at age three, and he knew the capitals of all the countries in Europe by the time he was five. In day care he was known as the “little professor.” His parents, Mike and Daphne, who were both academics, expected great things of him in school, and at first they were not disappointed. His early school years were largely trouble free since he could rely on his reading skills to get by. He could recite the alphabet before anyone else in class; he could count to fifty before anyone else could get to ten. He quickly learned all the flags of the world. He was the marvel of the local school, and all the teachers talked about how bright he was, especially since they knew he had a diagnosis of AS. But now Frankie was in grade three, and he was languishing near the bottom of the class. It was not that he did not have the ability; everybody recognized his talents. The problem was that Frankie was obsessed with flags of the world, and this obsession consumed all his interest and his attention. He knew the colors of every country’s flag and its design and would pore over flag books for hours. He had a remarkable memory for these types of visual designs. But in class he was learning nothing of the standard curriculum. What had been cute at age four was now annoying. His teachers complained that one day he would learn something and the next he would forget it. He rarely paid attention, often wandered around the 160

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